Pre-service chemistry teachers' VNOST and their conceptions about the context of OLED and related chemistry contents

Abstract

This study aims to analyze the pre-service chemistry teachers' (PCTs') views of nature of science and technology (VNOST), as well as to analyze their conceptions about the context of organic light-emitting diodes (OLED) and the related chemistry contents. As a part of a larger study, this study is the second stage of the Model of Educational Reconstruction, which involved 41 PCTs. A modified questionnaire of VNOST from Tairab and Aikenhead was administered to assess the PCTs' VNOST. Meanwhile, a validated interview guidelines were used to gather some information's about the PCTs' conceptions about OLED as well as their understanding about chemistry concepts corresponded to OLED. PCTs' VNOST are classified into Realistic, Has Merit, and Naïve. The result shows that most of the PCTs have the VNOST level as Has Merit. Furthermore, according to the interview result, the PCTs still have limited understanding about OLED and also suggest that the PCTs still have fragmented understanding about chemistry concepts such as electrochemistry, reduction-oxidation reaction, and the relation between chemical bonding to the physical properties. We believe that this research will be usefull in increasing the PCTs' VNOST, as well as their conceptions of the context of OLED and the related chemistry contents.