Views of Pre-Service Pre-School Teachers About Nature of Science

In this study, determining the current views of pre-service pre-school teachers about nature of science were aimed. 94 pre-service teacher studying 4.th grade of pre-school teacher program at Kastamonu University were participated to the study. Data were collected by using Views on Nature of Science Questionaire-Form-C (VNOS-C). Content analysis was used for analyzing data. Data were analyzed under the guidance of the determined eight themes (the empirical nature of science, scientific method, the tentative nature of science, the nature of scientific theories and laws, inference and theoretical entities in science, the subjective and theory-laden nature of science, social and cultural embeddedness of science, and imagination and creativity in science). At the end of the analysis pre-service pre-school teachers’ views were grouped as ‘naive’, ‘eclectic’ and ‘informed’. As a result of the study, it was determined that most of the pre-service pre-school science teachers have naive conceptions and misconceptions about nature of science. As a result of the study, it was determined that most of the pre-service pre-school teachers have naive conceptions and misconceptions about nature of science. Teachers’ and teacher candidates’ current misconceptions about the nature of science need to be resolved. For this purpose, it has been considered that the provision of the professional development opportunities can help pre-school teachers and teacher candidates for developing a sufficient understanding about the nature of science