Different conceptions of the nature of science among preservice elementary teachers of two countries
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This study examined the differences of the nature of science (NOS) conceptions portrayed by preservice teachers in Korea (N=42) and the United States (N=50). We conducted a survey of preservice elementary science teachers’ NOS conceptions followed by interviews in both countries to further investigate their viewpoints. The NOS domains of this investigation were Relativism versus Positivism, Inductivism versus Deductivism, Contextualism versus Decontextualism, Process versus Content, and Instrumentalism versus Realism. Findings indicated that preservice elementary science teachers’ images of science were dominated by Relativism and Process in both countries. The conceptions of preservice teachers were different, however, in Inductivism versus Deductivism, Contextualism versus Decontextualism, and Instrumentalism versus Realism. Implications of these findings are discussed at the end of this article.
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