Abstract

This multiple-case study investigated the changes in three secondary science preservice teachers' views of the nature of science (NOS), their beliefs about the importance of NOS, as well as how these changes relate to their NOS teaching at the end of a science methods course guided by the reconceptualized family resemblance approach (RFN). RFN is a conceptual framework that visualizes science as a cognitive-epistemic and socioinstitutional system, and its educational applications have recently begun to be explored. Data sources included the pre and post course RFN Questionnaire (Kaya et al., 2019) and individual interviews, as well as each preservice teachers' lesson plan and teaching video from the end of the semester. Findings showed that there was an overall improvement in preservice teachers' views of NOS and revealed some inconsistencies between the views reflected on the questionnaire compared to those expressed during the interview. One preservice teacher continued to hold misconceptions about scientific theories and laws after the course. Two preservice teachers developed far-reaching beliefs in the importance of teaching NOS that transcend the classroom and were able to implement explicit-reflective NOS instruction at the end of the course. Despite having accurate views and knowledge of effective NOS teaching and professing a belief in the importance of teaching NOS, the third preservice teacher did not enact explicit-reflective NOS instruction at the end of the course. Contributions to the NOS literature were identified. Recommendations were made for further study and implications for research and science teacher education were discussed.

Notes

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Graduation Date

2023

Semester

Summer

Advisor

Gao, Su

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Science Education

Identifier

CFE0009695; DP0027802

URL

https://purls.library.ucf.edu/go/DP0027802

Language

English

Release Date

August 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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