Strengthening Future Science Teachers’ Understanding of Nature of Science: The Role of an Embedded Research Experience in Teacher Preparation

Abstract

Creating a scientifically literate populace has among many goals a desire for all students to have learning experiences that provide them with appropriate views of how science is conducted and how scientific knowledge is generated. Therefore, future science teachers should be equipped with the knowledge and skills to help reach that goal. Preparing individuals to become science teachers looks different depending on the path taken or the nature of their preservice program (Olson et al. 2015). Despite having a diverse array of licenses, requirements, and degree programs, the seriousness of the challenge of producing highly qualified science teachers is one widely shared by all those with a stake in the future of K–12 science instruction (NAS 2007; NRC 2010). This chapter discusses the development of a science methods course designed to provide preservice science teachers (PSTs) with a learning environment to strengthen three components of science literacy: science content knowledge, the methods/practices of science, and nature of science (NOS). To provide a strong context, I will discuss all three elements as they relate to the new science methods course but focus most strongly on NOS aspects that have shown much promise.