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<p>This study aimed to contribute to the literature by evaluating preservice science teachers’ responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a “naïve” aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing “naïve” views decreased, and the number of participants with “informed” and “transitional” views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students’ understanding of the nature of scientific knowledge.</p>

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An attempt to re-evaluate VNOS-C data from a sociocultural perspective

  • 期刊论文

  • 发表日期：

    2025年5月15日

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  • Canay Pekbay,
  • Canan Tunc Sahin,
  • Yavuz Saka

摘要

This study aimed to contribute to the literature by evaluating preservice science teachers’ responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a “naïve” aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing “naïve” views decreased, and the number of participants with “informed” and “transitional” views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students’ understanding of the nature of scientific knowledge.