Along with the changes in the worldwide, primary education curriculum has been revised; concepts such as science, scientific knowledge, nature of science and scientific knowledge became the focus of the system. When the explanations about nature of science are the “product” of inquiry and scientific knowledge; the explanations about scientific inquiry are those that pertain most to the processes of inquiry, the “how” the knowledge is generated and accepted. The aim of the study is to determine the effect of activity based explicit-reflective nature of science teaching on prospective science teachers’ understanding of the nature of scientific inquiry. The study was conducted with 23 1st grade prospective science teachers at a university in Istanbul and lasted for 8 weeks. 8 different activity has been applied for developing nature of science understanding of teacher candidates. The data of the study were collected with “the nature of scientific inquiry questionnaire (VOSI)” including 7 open-ended questions, interview questions and video recordings. The data gathered from the questionnaire were analyzed by means of ideographic analysis. The outcomes of study showed that the teaching process didn’t cause change on the understanding of the nature of scientific inquiry, except the community of practice dimension. Besides these teacher candidates think that there is only one scientific method; and experiments have been made for verifying data set. These understandings also shown us that teacher candidates have some of misconceptions which is in literature. Upon the findings, it is recommended to prepare specially designed class plans in order to enable students to get the idea of the nature of scientific inquiry.
Nature of Science, Nature of Scientific Knowledge, Explicit-Reflective Approach, Science Teacher Can