Document Type : Research paper
Authors
1
Associate Professor Chemistry Education, Farhangian University, Tehran, Iran
2
PhD Student in Curriculum Planning, Department of Educational Methods and Curriculum Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3
M.Sc. Student in Organic Chemistry, Department of Chemistry, University of Tabriz, Tabriz, Iran; Chemistry Teacher, Urmia, West Azerbaijan, Iran
4
Master's Degree Holder in Curriculum Planning, Islamic Azad University, Sari Branch; Educational Vice Principal at Shahed Girls Elementary School, Sari, Iran.
Abstract
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.
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