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Changing views of nature of science following explicit instruction

Martin, Michael
The nature of science tends to be one of the most overlooked aspects of science literacy in classrooms across the United States (Bell, 2009). The purpose of this study is to examine the improvement of seven pre-service science teachers' views of nature of science over the course of a semester in which they received explicit instruction about the nature of science. The results of this study showed that all seven pre-service teachers improved their views of the nature of science which indicates that explicit instruction is an essential part of pre-service teachers gaining an understanding of the nature of science.