Views of Trainee Science Teachers in Kuwait Regarding the NoS Dimensions and Their Conception of Creativity in Science Education

Abstract

Science educators are often advised to pay attention to trainee teachers’ views on issues related to education, particularly the nature of science (NoS). Views on the NoS can be translated into pedagogical practices and then transferred to students; therefore, teachers should hold informed views about the NoS. This study sought to explore the views of trainee science teachers in Kuwait about the NoS and its aspects or dimensions. It also aimed to identify the possible connections among the NoS dimensions and teachers’ views on creativity in science. This multi-method study involved 152 trainee science teachers. The research instruments consisted of a questionnaire about teachers’ views of the nature of science (VNoS), a questionnaire about teachers’ views of creativity in science education, and semi-structured interviews. The findings revealed that trainee science teachers hold naïve and sometimes perplexing views of the NoS dimensions, and they are more likely to follow a traditional positivist worldview when they discuss the nature of scientific knowledge. Also, the findings revealed trainee teachers’ views of creativity in science education as well as significant correlations among six NoS dimensions and creativity. Detailed findings are discussed to draw conclusions and address possible suggestions for science educators and for the community of science education research.