email@example.com, Muş Alparslan Üniversitesi
firstname.lastname@example.org, Munzur Üniversitesi
email@example.com, Fırat Üniversitesi
The purpose of this study is to determine pre-service science teachers’ views on nature of science and how they reflect their views to their classroom practices. 19 pre-service science teachers in their final year in the Department of Science Education Program participated in this study. Views of the Nature of Science (VNOS-C) questionnaire was used to determine pre-service science teachers’ views on nature of science. After applying the open-ended questionnaires, the semi-structured individual interviews were conducted with all PSTs in order to profoundly clarify their understandings about nature of science and their wiews about how they teach their lessons from perspective of nature of science. Field notes, lesson plans and video records for the pre-service science teachers‘ classroom practices were used as data collection tools in this study. The data obtained from questionnaires and individual interviews was analyzed into three categories (scientific view, partially scientific view and non-scientific view) and content analysis were done on data from classroom practices. Findings obtained from the data showed that pre-service science teachers’ knowledge levels of nature of science had generally partial understandings. Findings obtained from classroom practices indicated that pre-service science teachers tended not to reflect their views on nature of science and scientific inquiry on their classroom practices.
Pre-service Science Teachers, Nature of Science, Classroom Practice