Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences,

This paper reports findings from a small study with Fijian pre-service teachers about their perceptions of science and scientists. No known study of this nature has been conducted in Fiji nor in other Pacific Island Countries. The study drew on previous studies using Draw-A-Scientist Test as well as critiques of the instrument using qualitative methods associated with critical literacy approach to understand the relationship between Fiji school science curriculum and pre-service teachers' knowledge of science and scientists. 88 pre-service teachers participated in this study. Data collection included participants' drawings and written descriptions of scientists, notes taken during group discussions about their knowledge of science and scientific activities, and transcripts of interviews with some of the participants. While the findings resonate with similar studies conducted elsewhere, they have particular significance in a Pacific context where countries are attempting rapid technological transformations.

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The study investigatedlower secondary Basic Science teacher's professional practice with chemical management in schools. The study sample included 70 schools in the Western VitiLevu education districts in Fiji. The participants' practice with chemicals in their Basic Science teaching and learning was studied. The data were collected by questionnaire, semi structured interview, documentary analysis and observation. A triangulation method was used to analyse the data. Results indicate that the participants had poor understanding of chemicals and therefore displayed unsafe handling, storage, usage and disposal practices. The participants lacked the knowledge to sufficiently manage chemicals for their personal protection and did not have any sensitivity of the effect of chemicals in the society.These results are discussed in relation to the literature on chemical education, chemical management, chemical literacy and scientific literacy more generally.

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