Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers

Very little research examines the critical intersection between science and special education (SPED), let alone between the nature of science (NOS) and SPED. Thus, this study focused on preservice SPED teachers' conceptions of NOS, their NOS instructional practices, and their perceptions of the influence of course components on their NOS conceptions. The participants were 18 preservice SPED teachers, majoring in mild to moderate (12) and deaf education (6) in a semester-long social studies and science methods course. A conceptual change framework guided the NOS interventions. Data sources included participants' pre and post course Views of the Nature of Science-C (VNOS-C) survey responses, lesson plans, observed lessons and interviews. VNOS-C responses were analyzed to categorize participants' NOS conceptions as informed, transitional or naive for each NOS aspect. Interview responses were used as a member check for VNOS-C responses and analyzed to determine participants' perceptions as to how the course components influenced their NOS conceptions. Lesson plans and observed lessons were analyzed using NOS Classroom Observation Protocol (NOS-COP) and categorized as high, medium, or low NOS implementation. Results showed participants made substantial conceptual gains in six out of eight NOS aspects. Participants' lesson plans and observed lessons showed substantive use of inquiry and NOS integration. This is a strong outcome, as participants were non-science majors and were provided only a short period of NOS intervention. The study showed how explicit reflective NOS instruction in a combined social studies and science methods course could be used to improve SPED teachers NOS conceptions and instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]