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An attempt to re-evaluate VNOS-C data from a sociocultural perspective.

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Title: An attempt to re-evaluate VNOS-C data from a sociocultural perspective.
Authors: Pekbay, Canay1 (AUTHOR) canayaltindag@gmail.com, Tunc Sahin, Canan2 (AUTHOR) canantuncsahin@gmail.com, Saka, Yavuz3 (AUTHOR) sakayavuz@gmail.com
Source: Cultural Studies of Science Education. Dec2025, Vol. 20 Issue 3/4, p161-189. 29p.
Subject Terms: *Sociocultural theory, *Science teachers, *Scientific knowledge, Questionnaires, Scientific method
Abstract: This study aimed to contribute to the literature by evaluating preservice science teachers' responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a "naïve" aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing "naïve" views decreased, and the number of participants with "informed" and "transitional" views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students' understanding of the nature of scientific knowledge. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: An attempt to re-evaluate VNOS-C data from a sociocultural perspective.
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  Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Dec2025, Vol. 20 Issue 3/4, p161-189. 29p.
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  Data: This study aimed to contribute to the literature by evaluating preservice science teachers' responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a "naïve" aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing "naïve" views decreased, and the number of participants with "informed" and "transitional" views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students' understanding of the nature of scientific knowledge. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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