Explicit Incorporation of the Nature of Science (NOS) in an Undergraduate Preservice Teacher Science Content Course: Action Research

Abstract

This study aimed to address the gap in an environmental science undergraduate course by investigating the impact of explicitly integrating the Nature of Science (NOS) into the instruction of scientific inquiry.  The lab-based course focused on developing an understanding of the natural world, as well as the processes scientists use to study that world.  Through action research, data collection methods included the Views of Nature of Science Questionnaire (VNOS-B) and analysis of students' reflections on assignments and open inquiry projects for 37 students. Pre- and post-questionnaires were analyzed using NVIvo12, categorizing responses into five levels of NOS understanding thematically. Descriptive statistics were used to assess NOS views. Class reflective assignments and open inquiry projects were coded and evaluated using the revised NSI rubric employing a mixed methods analysis. The results reveal a notable shift in students' NOS understanding following the intervention which demonstrates the significance of deliberate NOS instruction. The research also pinpoints areas where students require focused instruction, offering valuable insights for educators with an emphasis on the impact of NOS integration in enhancing scientific literacy and highlighting the role of action research in refining instructional practices.