J. P. CONCANNON ET AL.
from experience can be a valuable for prospective teachers and
create drastic changes in their practice (Russell & Martin, 2007).
Thus, longitudinal studies are needed to better understand the
gap between theory and practice. In this regard, studies are
needed that and bridge what we know how prospective teachers
learn to become effective beginning teachers both in terms of
NOS and using a conceptual change approach. Such studies
would lend valuable insight into the factors that facilitate and
constrain teacher’s ability to use a conceptual change approach
and teach NOS with students.
In conclusion, research on knowledge development of NOS
during teacher education courses has the potential to redesign
how prospective teachers are prepared when pursuing different
certifications. Like students leaving high school with miscon-
ceptions about scientific theories and laws, prospective teachers
have similar inaccurate ideas. These misconceptions result from
the way “theory” is used in an everyday context versus and the
way “theory” is meant in the science community. To develop
more accurate views of NOS, a conceptual change approach
can help prospective teachers become dissatisfied with their
misconceptions and accept more accurate views. If teachers
develop a deeper understanding of both scientific knowledge
and the pedagogical effectiveness of a conceptual change ap-
proach, profound differences might occur in K-12 students
understanding of scientific and theories and NOS.
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