This study aims to determine the knowledge levels in the Nature and History of Science course of the prospective teachers studying in the science education program and their views following the course. Six interview questions were asked to the pre-service teachers in the science education program about the Nature and History of Science course. Seventy-nine pre-service teachers studying at a state university’s Faculty of Education Department of Science Education who took the Nature and History of Science course in the 2018-2019 academic year participated in this study voluntarily. Case study, one of the qualitative research designs, was used in this study. Case study is a research method that identifies an event or phenomenon within the framework of natural real life, and examines situations in a multifaceted, systematic and detailed manner (Yildirim & Simsek, 2013). The characteristics of qualitative research are based on the main emphasis, process, understanding and meaning. The researcher is the main determinant in data collection and analysis, the process is inductive, and the product should be detailed and extensive (Merriam, 2013). Data were collected through interview questions developed by the researchers on the Nature and History of Science course. According to data analysis and the views of the prospective teachers, the highest 3 frequencies for the first question are as follows: ‘Scientific information does not change. Hypotheses are developed into theories and theories are developed into laws. There is only one scientific method that is universally accepted in science.’ In the second question, the pre-service teachers named the first 5 scientists with whom they were most impressed were as Aziz Sancar, Albert Einstein, Tesla, Avicenna and Newton. As for the third question, the view mostly emphasized by the pre-service teachers on the inclusion of the Nature and History of Science course among the secondary school courses was that scientific information is not easy to reach and how to reach it should be taught. Another view was that the importance of science should be taught at an early age. The fourth question was asked to the participants to reveal the techniques/methods they will use to teach the nature of science when they actively start to work as teachers. The responses were inquiry-based teaching and constructivist learning approach along with teaching through demonstration and brainstorming. In the fifth question, while explaining the relationship between the history of science and nature of nature for science-literate individuals, pre-service teachers expressed an opinion that it is easier to understand the nature of science if it is based on the history of science, that the nature of science contains the history of science, and that the history of science and the nature of science nurture and support each other. The sixth question aimed to reveal additional views of the teacher candidates on the nature and history of science course. The responses were as follows: ‘I consider it adequate’, ‘It may be more intriguing and interesting’, and ‘The importance of science should be taught at an early age.’
Modelo teórico de aproximações para o ensino de Ciências entre as premissas da História da Ciência e do pensamento crítico
