One of the main goals of science education is teaching the nature of science. It is obvious that teachers’ understanding of science and nature of science will influence their students’ views of Nature of Science. The aim of this study was to determine the effectiveness of explicit nature of science activities which was embedded into General Chemistry I cource content on prospective science teachers’ misconceptions on the views of nature of science. 21 prospective science teachers who took General Chemistry I cource during academic year of 2008-2009 in a state University participated in the study and it lasted in 8 weeks. The research was a pretest-posttest single-group experimental design. Data were collected via VNOS-C survey which includes 10 open-ended question, the views about the nature of science form (BDHGF), semi-structured interviews and video records. VNOS-C aimed to assess prospective science teachers’ views of the tentative, emprical, creative-imaginative, the role of social and cultural contexts in science, theory-laden nature of scientific knowledge, scientific theories and laws, relationship of observation-inference in science. Participants were administered the VNOS-C, BDHGF at the beginning and the end of cource. VNOS-C scale was evaluated according to “content analysis”, the results of BDHGF was evaluated with basic percentage calculation. The data from the BDHGF, video records and interviews were used to support the existing results. Conclusions of study showed that natüre of science teaching was effective in developing prospective teachers’ understandings of some of the nature of science aspects such as tentative and imaginative-creative and socio-cultural embededness.
Nature of Science, Explicit Approach, Science Education, Prospective Teacher, Integrated Education