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Tan, L. T., & Boo, H. K. (2003, November). Assessing the nature of science views of Singapore pre-service teachers. Paper presented at the NZARE - AARE Joint Conference, Auckland, Australia.
Despite the many developments in the teaching of science, an aspect that continues to be neglected appears to be the character and nature of science (NOS). This is becoming especially important in the light of recent developments in pedagogy, as, for example, more teachers adopt constructivist methodologies and computing
technology enables simulations that may blur the lines between models and reality. From the literature, it is known that teachers' modern NOS conceptions, though not a sufficient condition for transmission of modem NOS views, is necessary. In this study, pre-service teachers' NOS conceptions are assessed with an adapted Views of the Nature of Science (VNOS) instrument, originally designed by Lederman, Abd-El-Khalick, Bell, and
Schwartz (2002). The modified instrument is an eight-item, open ended questionnaire - designed to elicit descriptive responses to common NOS misconceptions. Responses were analysed into coded categories of 'informed, 'uninformed, and 'ambiguous'. It was found that a significant proportion of teachers possessed uninformed views. Some implications for teaching and teacher education are presented in this paper for
This paper was presented at the NZARE - AARE Joint Conference, held in Auckland, Australia from 29 Nov to 3 Dec 2003
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