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<p>Writing lesson plans is a required competency for pre-service science teachers, and various factors may influence how they convey the Nature of Science (NOS) in their lesson plans. However, it is unclear whether this is related to their understanding of the NOS. This study surveyed 45 pre-service biology teachers in Mainland China using the Reconceptualized Family Resemblance Approach to the Nature of Science (RFN). It also analyzed lesson plans they designed for teaching the NOS. The results demonstrated that (1) teachers’ performance in incorporating NOS elements into their lesson plans was not satisfactory, considering the low frequency of NOS incorporation and incomplete presentation of NOS categories; (2) the ability to integrate the NOS into lesson plans was higher among teachers with a thorough comprehension of the subject than among those with more limited understanding; and (3) teachers tended to incorporate scientific practice and the social-institutional system into lesson plans, while neglecting the aims and values category, despite exhibiting similar understanding all RFN framework categories. This study empirically demonstrates that education programs should give pre-service science teachers more guidance on lesson-planning for teaching the NOS.</p>

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Relationship between Pre-service Science Teachers’ Understanding of Nature of Science and its Inclusion in Lessons Plans

  • 期刊论文

  • 发表日期：

    2025年10月3日

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  • Chen Li,
  • Jian Yu,
  • Xulian Zhou,
  • Le Li,
  • Gaofeng Li

摘要

Writing lesson plans is a required competency for pre-service science teachers, and various factors may influence how they convey the Nature of Science (NOS) in their lesson plans. However, it is unclear whether this is related to their understanding of the NOS. This study surveyed 45 pre-service biology teachers in Mainland China using the Reconceptualized Family Resemblance Approach to the Nature of Science (RFN). It also analyzed lesson plans they designed for teaching the NOS. The results demonstrated that (1) teachers’ performance in incorporating NOS elements into their lesson plans was not satisfactory, considering the low frequency of NOS incorporation and incomplete presentation of NOS categories; (2) the ability to integrate the NOS into lesson plans was higher among teachers with a thorough comprehension of the subject than among those with more limited understanding; and (3) teachers tended to incorporate scientific practice and the social-institutional system into lesson plans, while neglecting the aims and values category, despite exhibiting similar understanding all RFN framework categories. This study empirically demonstrates that education programs should give pre-service science teachers more guidance on lesson-planning for teaching the NOS.