The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature
Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education
