Exploring pre-service Physical Sciences teachers’ conceptions and misconceptions of the nature of science

Abstract

This study investigates pre-service physical sciences teachers' conceptions of the Nature of Science (NOS) within the context of South Africa's educational goal of fostering scientific literacy. Guided by a 21st-century skills framework, the study explores how these future educators perceive and understand NOS—a foundational component for effective science instruction. This study adopted a phenomenographic design. Data were gathered through semi-structured interviews with ten fourth-year physical science and mathematics education majors at a South African university and analysed using thematic analysis. Findings reveal a distinct perspective among participants, who largely view NOS as absolute and objective, contrasting with the nuanced and evolving nature highlighted in existing literature. This study underscores the importance of addressing and rectifying potential misconceptions regarding scientific knowledge among pre-service teachers to better equip them for their roles as science educators, ultimately supporting accurate scientific literacy in their future classrooms.