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ERIC Number: ED519535
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1548-6613
Pre-Service Physics Teachers' Conceptions of Nature of Science
Buaraphan, Khajornsak
Online Submission, US-China Education Review v8 n2 p137-148 Feb 2011
Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS. This study used the MOSQ (myths of science questionnaire) to explore 17 pre-service physics teachers' conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to: (1) the relationship between theory and law; (2) science as cumulative; (3) subjectivity in science; (4) the scientific method; and (5) the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers' understanding of NOS. [This research was funded by the TRF (Thailand Research Fund) and the CHE (Commission on Higher Education), Thailand.] (Contains 2 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand