Abstract
This article presents the findings of an international collaborative investigation into preservice teachers’ views on the nature of scientific knowledge development with respect to six elements: observations and inferences, tentativeness, scientific theories and laws, social and cultural embeddedness, creativity and imagination, and scientific methods. A total of 640 preservice teachers, 209 from the United States, 212 from China, and 219 from Turkey, participated in the study. The survey “Student Understanding of Science and Scientific Inquiry (SUSSI)”, having a blend of Likert-type items and related open-ended questions, was used to gain a fuller understanding of the preservice teachers’ views of the nature of scientific knowledge development. Across the three countries, the participants demonstrated better understanding of the tentative NOS aspect but less understanding of the nature of and relationship between scientific theories and scientific laws. The Chinese sample scored highest on five of the six Likert sub-scales, the USA sample demonstrated more informed views on observation and inference, and the Turkish preservice teachers possessed relatively more traditional views in all six NOS aspects. Conclusions and limitations of the present study as well as implications and recommendations for future studies, are also discussed.
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This material was based upon work supported by La Salle University, the National Science Foundation grant (ESI-0455573) awarded to Northeastern State University, and the National Science Council grant (NSC 952522S011001MY3) awarded to the National Taiwan University of Science and Technology. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of La Salle University, the National Science Foundation, or the National Science Council.
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Liang, L.L., Chen, S., Chen, X. et al. PRESERVICE TEACHERS’ VIEWS ABOUT NATURE OF SCIENTIFIC KNOWLEDGE DEVELOPMENT: AN INTERNATIONAL COLLABORATIVE STUDY. Int J of Sci and Math Educ 7, 987–1012 (2009). https://doi.org/10.1007/s10763-008-9140-0
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DOI: https://doi.org/10.1007/s10763-008-9140-0