摘要：AbstractThis study investigated pre-service early childhood and elementary teachers’ Nature of Science (NOS) views through the VNOS-C questionnaire and interviews. Participants were 166 pre-service teachers, 65 from Early Childhood and 101 from Elementary Education program who had completed their third year in the program, from a large public university in northwestern Turkey. Elementary Education majors received more science courses and explicit NOS instruction. Findings showed that pre-service teachers in both programs held several misconceptions regarding NOS. These results indicate that taking more science courses, even explicit instruction, may not be sufficient for improved NOS views.
关键词：Nature of science;pre-service;elementary;early childhood
