Pre-service mathematics teachers' views of nature of science in the context of COVID-19

Ozden Sengul 1 *
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1 Department of Mathematics and Science Education, Bogazici University, Istanbul, TURKEY
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 3, pp. 499-514.
Published Online: 23 February 2023, Published: 01 July 2023
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A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.


Sengul, O. (2023). Pre-service mathematics teachers' views of nature of science in the context of COVID-19. European Journal of Science and Mathematics Education, 11(3), 499-514.


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