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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/31489 |
| Date | 20 January 2003 |
| Creators | Liu, Shiang-Yao |
| Contributors | Lederman, Norman G. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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