VNOS: A Historical Review of an Instrument on the Nature of Science

Abstract

This paper studies four key aspects of the instrument "Views of Nature of Science" (VNOS); a) its general characteristics, b) the particular characteristics of the forms VNOS-A, VNOS-B, VNOS-C, VNOS-D; VNOS-D+ and VNOS-E, c) the modifications of its open-ended questions, and finally, d) the scope and limitations of the VNOS forms from the new conceptualizations of the Nature of Science (NOS) construct. The methodology is based on documentary research. The criteria of validity and reliability of Scott (1990) are followed. The open-ended questions of VNOS are analysed from four identified inductive categories: extension, reduction, substitution and fragmentation. The main contributions of the article are: 1. Delve into the characterization of VNOS, and its forms, allowing future NOS researchers to interpret the data obtained from the VNOS forms. Thus, each VNOS form identifies open-ended questions focused on various aspects of NOS (direct questions) and open questions focused on a specific context. The VNOS-C form presents more open-ended questions in a specific context and may be of greater interest for research in some populations. Explicit and implicit questions are also identified. The VNOS-D + form has more open-ended questions. Researchers are probably able to find units of analysis to characterize NOS views more easily in the VNOS-D+ form. 2. Relate the open-ended questions and NOS aspects characterize in each VNOS form.3. Group open-ended questions by characterized NOS aspects, which is of interest for research focused on a particular NOS aspect. 4. Finally, the possibility of characterizing views on "scientific methods" is highlighted, especially when VNOS is used in conjunction with monitoring interviews, as well as with the "Views About Scientific Inquiry" (VASI) instrument. Similarly, it relates to the potential of VNOS forms to characterize some aspects coming from other NOS conceptualizations, especially from "features of science" (FOS) raised by Mathews (2012). All of the above, contributes conceptually and methodologically, to the identification of NOS views of primary and secondary students and their teachers. This is necessary to carry out diagnoses of NOS views in different communities, to propose evaluations of the impact of different teaching strategies and to relate NOS with other constructs, which together allow for the development of skills for informed socioscientific decision-making in the population in general.

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

“…Furthermore, the teacher could have allowed the learners to experiment with the process of photosynthesis to allow the learners to connect the process to context (Bell, 2009). T011 who taught the nervous system could have presented the lesson by presenting the three types of polar neurons, where the learners used observations and inferences (Ayala-Villamil & García-Martínez, 2021;Bell, 2009;McComas, 1998;Yoon et al, 2014) to differentiate the unipolar from bipolar and multipolar neurons. Hence, the majority of the teachers reflected no content knowledge problem, but their ability to decipher the learners' learning needs left a lot to be desired.…”

Öğrenme Etkinlikleri Bağlamında Ortaokul Öğrencilerinin Bilimsel Bilginin Doğası Görüşlerinin İncelenmesi

“…1998 yılında ise Abd-El-Khalick tarafından güncellenmiş ve günümüzde kullanılan 10 soruluk Bilimin Doğası Hakkında Görüşler Anketi oluşturulmuştur (Lederman vd., 2002). Araştırmacılar belirli bağlamlarda açıkuçlu maddelerden oluşan VNOS-C'nin ortaokul öğrencileri ile kullanılabileceğine ancak yanıtlayanların ek yönlendirmeye ihtiyacı olabileceğini belirtmişlerdir (Ayala-Villamil & García-Martínez, 2021;Summers vd., 2020). Literatüre bakıldığında bu özellikte çalışmaların olduğu görülmektedir (Çil, 2010;Kaya, 2021, Tık, 2021.…”

Μελέτη Των Αντιλήψεων Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης Για Τη Φύση Της Επιστήμης Σε Συνάρτηση Με Τις Πεποιθήσεις Αυτό-Επάρκειάς Τους Και Τις Ανησυχίες Τους Για Διδασκαλία Για Τη Φύση Της Επιστήμης

“…Ενώ τονίζεται η ανάγκη για προσδιορισμό και παροχή συγκεκριμένης, σχετικής και ποσοτικά κατάλληλης επιστημονικής γνώσης στα σχολεία (Kolstø, 2001). Το ποια ακριβώς είναι τα χαρακτηριστικά τα οποία θα αναπαριστούν με τρόπο αυθεντικό και κατάλληλο την επιστημονική διερώτηση μέσα στη σχολική τάξη, τόσο όσον αφορά το ΑΠΣ αλλά και σχετικά με τις γνώσεις που θα πρέπει να έχουν και οι εκπαιδευτικοί ώστε να οδηγούν τους μαθητές σε ενημερωμένες αντιλήψεις για τη φύση της επιστήμης, αποτελεί ένα θέμα για το οποίο δεν υπάρχει ακόμα σύμπνοια στην κοινότητα (Ayala-Villamil & García-Martínez, 2020).…”