An attempt to re-evaluate VNOS-C data from a sociocultural perspective

Pekbay C., Sahin C. T., Saka Y.

CULTURAL STUDIES OF SCIENCE EDUCATION, vol.20, no.3-4, pp.161-189, 2025 (AHCI, SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 20 Issue: 3-4
  • Publication Date: 2025
  • Doi Number: 10.1007/s11422-024-10238-y
  • Journal Name: CULTURAL STUDIES OF SCIENCE EDUCATION
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, ERIC (Education Resources Information Center)
  • Page Numbers: pp.161-189
  • Ondokuz Mayıs University Affiliated: No

Abstract

This study aimed to contribute to the literature by evaluating preservice science teachers' responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a "na & iuml;ve" aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing "na & iuml;ve" views decreased, and the number of participants with "informed" and "transitional" views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students' understanding of the nature of scientific knowledge.