This study aimed to investigate the impact of scaffolding prompt questions on learners' self-regulated learning about the Nature of Science (NOS) in a hypermedia environment. In this study, mixed methods research design was employed. Sixty-four pre-service science teachers (n=64) were randomly assigned to the experimental group (N:33, scaffolding…

The purpose of this study was to validate a new questionnaire for assessing students' beliefs about the nature of science (BANOS). Existing instruments have limitations in terms of psychometric validity. A new questionnaire termed "BANOS" was developed to address such limitations. The BANOS is based on dimensions of the nature of science…

While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students' current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this…

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse,…

In this paper we present the results of a research-based teaching-learning sequence on introductory quantum physics based on Feynman's sum over paths approach in the Italian high school. Our study focuses on students' understanding of two founding ideas of quantum physics, wave particle duality and the uncertainty principle. In view of recent…

The results of studies of the nature of science (NOS) as a factor that enhances students' understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing students' learning about evolution. We used a quasi-experimental design with pre- and post-tests to investigate…

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science…

Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated…

This study investigated the development of Bhutanese students' views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled "matter and its composition" and "study of gas laws" over a time span of 6 weeks…

This study examines the causal reasoning that university students use to explain how dc circuits work. We analyze how students use the concepts of electric field and potential difference in their explanatory models of dc circuits, and what kinds of reasoning they use at the macroscopic and microscopic levels in their explanations. This knowledge…

This study aims to investigate the relationship between preservice science teachers' epistemological beliefs about the nature of science (NOS) and their science learning self-efficacy perceptions by adapting a science learning self-efficacy scale for use in Turkey. This study is model as "Relational Survey". A total of 125 preservice…

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the…

Scientific epistemology is important issues in the International science education, of which teachers' views of nature of science and scientific inquiry as the two core topics, become the principal part of research, also have an important influence on the theory and practice of science curriculum. The purpose of this study was to investigate and…

Girls performing well in mathematics at school do not necessarily enrol for mathematics courses at South African universities. Teachers could be transferring beliefs about the nature of mathematics favouring boys. This paper compared male and female pre-service teachers' beliefs about the nature of mathematics. A quantitative, descriptive research…

This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…