Abstract
Preservice science teachers is one of the important factors to transmit current goals of science education to the pupils. Thus, understanding preservice secondary science teachers' conceptions of science will help science educators to have deep insight of science teachers' thoughts in order to improve future science education.The purpose of this study is to investigate preservice chemistry teachers' conceptions of science and chemistry. One class of preservice secondary chemistry teachers enrolled in one chemical teaching methods class at an educational university in Taiwan are enrolled in the study. Data resources include students' written responses and verbal responses of their conceptions of science and chemistry. Later, data are analyzed by deductive and analytic way. The findings are presented using assertions accompany with direct evidence.
The findings of this study indicate that most of preservice secondary chemistry teachers view science and chemistry as a kind of knowledge and process. Their descriptions of these two concepts seem similar with scientists or chemists. In other words, science and chemistry are more like strick disciplines to these preservice teachers.
The study suggests that science education should incorporate STS and constructivist views of science into their teacher education program, so that preservice teachers can relate these views of science to their pupils.
| Keywords: | Conceptions of Chemistry; Conceptions of Science; Preservice Chemistry Teachers |
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