This multiple-case study investigated the changes in three secondary science preservice teachers' views of the nature of science (NOS), their beliefs about the importance of NOS, as well as how these changes relate to their NOS teaching at the end of a science methods course guided by the reconceptualized family resemblance approach (RFN). RFN is a conceptual framework that visualizes science as a cognitive-epistemic and socioinstitutional system, and its educational applications have recently begun to be explored. Data sources included the pre and post course RFN Questionnaire (Kaya et al., 2019) and individual interviews, as well as each preservice teachers' lesson plan and teaching video from the end of the semester. Findings showed that there was an overall improvement in preservice teachers' views of NOS and revealed some inconsistencies between the views reflected on the questionnaire compared to those expressed during the interview. One preservice teacher continued to hold misconceptions about scientific theories and laws after the course. Two preservice teachers developed far-reaching beliefs in the importance of teaching NOS that transcend the classroom and were able to implement explicit-reflective NOS instruction at the end of the course. Despite having accurate views and knowledge of effective NOS teaching and professing a belief in the importance of teaching NOS, the third preservice teacher did not enact explicit-reflective NOS instruction at the end of the course. Contributions to the NOS literature were identified. Recommendations were made for further study and implications for research and science teacher education were discussed.

This qualitative study explores the lived experiences of preservice elementary teachers (PSETs) in a teacher preparation course and the factors that informed their science teacher identity. The theoretical framework used was phenomenology, and the study addresses under researched undergraduate preservice elementary teachers within teacher preparation courses with no teaching experience. Methods included participant survey, semi structured interviews, and a card sort activity. Analysis was conducted with basic statistical methods for the quantitative data, and coding followed by creating themes for the qualitative data. Findings reveal that the responses (n=28) to an open question survey report 21 PSETs did not identify as science teachers. Further analysis of rich verbal discourse revealed how social markers of participants, through the lens of their positionality, shaped their science teacher identity. This study explored the unconscienced day-to-day events of the participants. Reflective discourse was applied to reveal how sociocultural worlds informed science teacher identity. Reflecting on the science teacher identity phenomenon, one implication of the work is that increasing science content knowledge may not be the only factor that informs professional identity amongst the PSETs. Exploring science teacher identity in teacher preparation courses could increase awareness on how positionality informs professional identities. Studies with more participants are needed as well as future longitudinal studies to determine if science teacher identity informs the quality of science teaching in the K – 5 elementary science classrooms post graduation

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.