PRESERVICE SCIENCE TEACHERS’ AND THEIR CONCEPTIONS ON NATURE OF SCIENCE

Understanding the Nature of Science is a most relevant factor for improving scientific literacy. In the Science curriculum Nature of Science(NOS) place is very important and it is increasing worldwide. Therefore, teachers must understand NOS so that intended learning outcomes become visible in the classroom. Preservice teachers also need an opportunity to expand their knowledge and understanding of the nature of science(NOS). Scientific literacy demands students' experiences of science concepts to help them make informed decisions about scientifically-based personal and social matters. Research shows that K-12 students, Undergraduate students, and even Preservice Science teachers face problems in their classroom transactions regarding NOS concepts. The lack of concentrated NOS instruction allows to development of misconceptions About NOS. This NOS misconception leads to problematic beliefs such as the following: Science can prove or disprove the supernatural. Science is the ultimate authority and science and scientists should not be trusted. Further inadequate NOS understanding is the primary cause for the students' belief pattern on science and their faith.