Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators
DOI:
https://doi.org/10.46328/ijres.2986Keywords:
Nature of Science, Doctoral StudentsAbstract
Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed for this study were recordings and notes taken during class discussions in a NOS seminar, as well as NOS research and teaching assignments associated with the course. These data sources were analyzed for development of four influences on identity development for NOS: 1) personal influences on NOS identity, 2) contextual influences on NOS identity, 3) competing identities with NOS, and 4) persistence in overcoming barriers to development of a NOS identity. Findings emphasize the need to target NOS identity development among teacher educators, as they hold the primary responsibility for instilling a NOS identity in their own students, who are future teachers.References
Phillips, A., Rahman, S., Zhong, Q., Cesljarev, C., Liu, C., Ariyaratne, T., McClain, J., & Akerson, V. (2022). Nature of science conceptions and identity development among science education doctoral students: Preparing NOS teacher educators. International Journal of Research in Education and Science (IJRES), 8(4), 626-646. https://doi.org/10.46328/ijres.2986
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