Study On Chemical Pre-service Teachers' Views Of Nature Of Science

Teachers should not only know "how to teach", but also understand the "what to teach","Why to teach " in teaching based on curriculum standard background, that is concerned about the teaching methods, we must also pay attention to the nature of teaching subjects. The nature of science of teachers'may have formed before serving, this paper probe the nature of science of chemistry students'in normal university, and tries to provide advices for teaching NOS in chemistry normal university.The main process of my research is questionnaire investigation and interview. I conducted a questionnaire survey on ninety-nine juniors who are chemical pre-service teachers in D Normal University, the questionnaire is the developing nature of science questionnaire (Norman G. Lederman, who developed VNOS-C) which has been commonly used in the international nature of science concept test. In addition, I interviewed five professors of specialized courses which long-term work in undergraduate teaching in D Normal University about the nature of science and education of the nature of science.The conclusions are following: Chemical pre-service teachers overall have the more naive views of nature of science; The view of nature of science of chemical pre-service teachers'of different gender do not exist significant differences; Academic performance of normal students'does not reflect the evaluation of views of the nature of science; Professors'views of nature of science are more informed than pre-service teachers', but there are different views for whether there is a need for the nature of science education; The influencing factors of the views of the nature of science of pre-service teachers': normal curriculum and evaluation methods, professors'views of nature of science and the understanding of implementation modalities.For the cultivation of chemical students'VNOS in normal university, the author put forward three proposals: the creation of HPS(History and Philosophy of Science) explicit curriculum; specialized teachers with knowledge carriers penetrate the nature of science; through the reflective activities "how to teach the nature of science" develop the VNOS of normal students'.