Assessment And Improving Science Teachers’ Conception of Nature of Science (Nos): A Review of The Literature
Assessment And Improving Science Teachers’ Conception of Nature of Science (Nos): A Review of The Literature
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This paper is a review of literature on assessment of, and attempt to improve the nature of science (NOS) conception of science teachers for the last 64 years. Most of the researchers in the 20th century used the quantitative approach to assess NOS conception of science teachers. However recent researchers in this 21st century (last ten years) are using both the quantitative and qualitative approaches. There is basically two approaches used to improve the NOS of science teachers, that is ‘implicit’ and the ‘explicit’ approaches. Most researchers argue that explicit approach is more effective than implicit approach in improving NOS of science teachers. However recently some researchers are beginning to argue that, it is better to use both the implicit and explicit approaches concurrently in order to improve the NOS conception of science teachers.
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