نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار آموزش شیمی، ، دانشگاه فرهنگیان، تهران، ایران
2 دانشجوی دکتری برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 دانشجوی کارشناسی ارشد رشته شیمی آلی، دانشکده شیمی، دانشگاه تبریز، تبریز، ایران؛ دبیر شیمی، ارومیه، آذربایجان غربی، ایران
4 دانش آموخته کارشناسی ارشد رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد ساری، معاون آموزشی، مدرسه ابتدایی دخترانه شاهد، ساری، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study aimed to analyze pre-service teachers’ beliefs about the nature of science, the nature of technology, and science–technology–society (STS) interactions, as well as to examine the extent to which these beliefs align with Naïve, Has Merit and Realistic perspectives in these domains. The research employed a descriptive–analytical design. The statistical population consisted of 215 pre-service science teachers from Farhangian University, from which 86 participants were selected through simple random sampling. The data collection instrument was the Persian version of the Views on Science–Technology–Society (VOSTS) questionnaire developed by Aikenhead and Ryan (1992), consisting of 11 items that assess individuals’ perspectives on the nature of science, technology, and their social implications. Responses were categorized into three levels: Naïve, Has Merit and Realistic. Data were analyzed using SPSS version 26 through descriptive statistics and the chi-square (χ²) goodness-of-fit test. The results indicated that, in most items related to the foundational aspects of science and technology, the distribution of responses was significantly non-uniform (p < 0.05), suggesting the presence of relatively stable and non-random cognitive structures among the participants. However, in the dimensions related to the nature of science and the nature of technology, realist responses were lower than expected, with most participants falling within the naive category. The findings also revealed a form of cognitive imbalance, indicating that pre-service teachers demonstrated a better understanding of the social implications of science and technology than of their structural, epistemological, and philosophical nature. Accordingly, the study emphasizes the need to revise teacher education programs and strengthen analytical, critical, and philosophy-of-science-based approaches in teacher training, as well as to enhance the overall quality of science education.
کلیدواژهها [English]
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