Abstract:

The main focus of the study was to explore pre-service science teachers’ translation of this understanding into their instructional planning for teaching Nature of science.. The study investigated pre-service science teachers’ NOS related instructional practices as a result of explicit reflective NOS instruction in the context of HOS based science method course. Seven volunteer pre-service science teachers were the participants of the study. An interpretive qualitative research was embodied as a research design for the current study. Data were collected by means of open ended questionnaire in conjunction with interviews, student journals and lesson plans and interviews. Regarding development of NOS instructional planning, most of them provided NOS objectives, explicit reflective NOS instructional planning and some assessment strategies specific to NOS. Participants were attributed to their development for instructional planning NOS to several sources provided through the course. Mostly they perceived microteaching lesson plan presentations followed by discussions and one to one feedback as main source contributing their NOS instructional planning.

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