Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course

Abstract

The study examined preservice teachers’ development in conceptions of NOS and their argumentation components using an explicit approach that targets NOS and argumentation. Participants were 20 preservice elementary teachers enrolled in a science methods course emphasizing explicit instruction of NOS and argumentation through various hands-on activities covering scientific and socioscientific contexts. Data were gathered through pre-/post context-specific questionnaires followed by semi-structured interviews. Results showed substantial improvements in participants’ conceptions of NOS and argumentation components. Notably, NOS comprehension showed a more pronounced enhancement in scientific contexts compared to socioscientific ones, while both contexts displayed developments in argumentation, slightly more so within scientific contexts. The results were interpreted taking into account the following issues: explicit approach for NOS and argumentation, connected approach to teach NOS and argumentation, and scientific vs. socioscientific contexts. Implications concerning NOS and argumentation pedagogy were discussed.