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ERIC Number: EJ1063984
Record Type: Journal
Publication Date: 2013-Apr
Pages: 2
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0013-1377
Trainee Teachers' Perceptions of the Nature of Science and Implications For ... Pre-Service Teacher Training in the UK Context: A Reflective Narrative
Golabek, Charles; Amrane-Cooper, Linda
Education in Science, n252 p30-31 May 2013
This article highlights the importance of developing trainee teachers' knowledge and understanding with respect to the Nature of Science (NoS), as this has long been considered an area of concern. The breadth of understanding of NoS can influence a teacher's ability to engage with enquiry and can determine their ability to teach effectively. However, prior research studies of pre-service teachers' views about NoS clearly indicated that teachers did not typically possess coherent and informed views of the ways science works, and, in addition, different cultures and nationalities hold quite diverse and distinct perceptions and understanding about NoS. With this in mind, the development of trainee NoS knowledge and understanding in pre-service training was embarked upon at the Cass School of Education and Communities, University of East London (UEL). This article describes how tutors focused on challenging areas of the science teacher training curriculum and provided a way to measure the impact of planned interventions to improve understanding of the Nature of Science.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom