Abstract:

This study aims to thoroughly study a typical math teacher's belief in the nature of science. The participant has not received any courses on the history of science or the nature of science in the bachelor's training. In order to determine the participants’ opinions, the data was collected with a semi-configured interview form using the US-El-Khalick and his colleagues (2001) “Ansigns on the Nature of Science, Form C” (VNOS-C) survey. Before the interview begins, the participant is indicated that the research can leave the research at any moment without any reason, that there will be no element to reveal his identity in the study, that his name will not be used during the study, that the interview records will not be seen by anyone except the researcher, that the data will be stored in such a way that no one can reach and destroyed after the study is completed, that the interview records will be sent to him after transcripting and used after receiving approval, and that the interview will be conducted after receiving the participant's written approval. Interviews with the participants were held four times a week in April 2018. In light of the subjects obtained from the content analysis of the obtained data, a cognitive map was made that reveals the participants’ opinions about the nature of science. According to the findings obtained, the participant has conceptual errors, such as the nature of the science is a universal method in science, the correct proportion between the abundance of the number of experiments and observations and the accuracy of knowledge, the theory is the hypothesis proven state, and a hierarchical structure between theory and law. Nevertheless, the participant believes that science is measurable and proofable, that technology is a tool for science, that theories can change, that scientists can different results using the same data, that science is influenced by social and cultural values, and that scientists use their imagination and creativity. In light of these findings, teachers working in private schools can also be trained to fix the conceptual errors about the nature of science by providing participation in the service training organized by the Ministry of National Education. However, it is important to give teachers the opportunity to experience in the service training programmes to be organized and to follow the teachers’ classroom practices. In addition, the connection of mathematics with other fields in a historical context, in particular with physics, can enable the understanding of how mathematical knowledge is formed and the association of mathematics and mathematics-related activities with the nature of science. Again, the connection of mathematics with other fields in a historical context, in particular with physics, can provide an understanding of how mathematical knowledge is formed and the association of mathematics and mathematics-related activities with the nature of science. Finally, researchers may be advised to work with more teachers, including different disciplines, to train the scientist readers, and thus to identify and develop the beliefs of teachers about the nature of science.

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