Exploring the Components of Conceptual Ecology Mediating the Development of Nature of Science Views

Abstract

The purpose of this study was to examine the impact of an explicit-reflective instruction involving the portrayal of non-controversial nature of science aspects on prospective elementary teachers' nature of science views and epistemological beliefs about science, and the factors mediating the development of nature of science views and epistemological beliefs about science in an introductory science course context. Using a mixed methods approach, this study examined the impact of the explicit-reflective instruction by doing pre- and post-instruction assessments of nature of science views and epistemological beliefs about science. This study also examined to what extent the factors such as prior nature of science views, metacognitive awareness, thinking dispositions, science self-efficacy beliefs, and motivation are related to post-instruction nature of science views and epistemological beliefs about science. The findings suggested that the explicit-reflective nature of science instruction was effective in improving nature of science views and epistemological beliefs about science. However, a holistic examination of post-instruction nature of science views indicated that post-instruction nature of science views reflected a "naïve relativistic" position. The findings also suggested that prior nature of science views and epistemological beliefs about science were related to post-instruction nature of science views and epistemological beliefs about science, and none of the other factors with one exception was found to be related to post-instruction nature of science views and epistemological beliefs about science. Thinking dispositions measured at the beginning of the study was found to be related to post-instruction epistemological beliefs about science. Interesting relationships between nature of science views and epistemological beliefs about science were also found.