This exploratory investigation aimed to identify preservice science teachers' conceptions of the nature of science (NOS), and worldviews that represent their culturally dependent beliefs about the world, in the context of Taiwan. The interrelationships between the responses elicited from both the assessments of NOS understandings and worldviews were examined. Participants included 54 third-year students enrolled in the departments of science education and mathematics education at a teachers college. Their worldviews and NOS conceptions were tabulated by two questionnaires and 14 of them were purposefully selected to participate follow-up interviews. The woridview questionnaire contained five open-ended items, of which each examines one of the worldview domains in Kearney's model (1984). The NOS questionnaire consisting of nine open-ended questions was developed, specifically addressing cultural characteristics, to assess participants' views on the development of scientific knowledge. An anthropocentric-moderate continuum emerged to describe participants' views of the humanity's relationship with Nature. It was found that participants with informed NOS conceptions were more likely to emphasize harmony with Nature, recognize the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components. On the other hand, participants who provided a pragmatic perspective of Nature seemed to possess narrow views about the scientific enterprises by describing science as close to technology and as a materialistic benefit. Authoritarianism was also a noticeable cultural trait hindering some participants from reflecting on the values inherent to the development of scientific knowledge, and also prohibiting them from searching empirical evidence to solve problems. It was found that there were differences between science education and mathematics education majors in their worldviews and NOS understandings. The results in this study not only depict a group of nonwestern preservice teachers' woridviews, but also reveal the interplay between their sociocultural beliefs and NOS conceptions. People with different worldviews may have differing views about science. The study calls for the consideration of incorporating sociocultural perspectives in science instruction and the need for introducing contemporary conceptions of the NOS to science learners. / Graduation date: 2003