Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
4
,
Decem
ber
201
9
, p
p.
719
~
725
IS
S
N:
22
52
-
8822
,
DOI: 10
.11
591/
ije
r
e
.
v
8
i
4
.
20282
719
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
Investig
ating un
derstandi
ng the n
ature of
scie
n
ce
Veen
a
Pr
acha
gool
,
Pras
ar
t Nu
angch
alerm
Facul
t
y
of Educ
at
ion
,
Mah
asa
ra
kham Unive
rsit
y,
Th
ai
l
and
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
hist
or
y:
Re
cei
ved
A
ug
10
, 201
9
Re
vised
Oct
2
9
, 2
01
9
Accepte
d
Nov
2
1
, 201
9
The
surve
y
m
e
t
hod
was
emplo
y
ed
for
in
vesti
g
ating
under
st
andi
n
g
nat
ur
e
of
scie
nc
e
(NO
S)
bet
wee
n
gen
era
l
scie
n
ce
educat
i
on
and
sc
ie
n
ce
pre
-
service
te
a
che
rs.
Inde
p
e
ndent
t
-
t
est
and
two
-
wa
y
AN
OV
A
were
used
for
te
sting
h
y
poth
esis.
R
esult
s
found
tha
t
both
of
two
pr
ogra
m
s
rat
ed
u
nder
standi
ng
NO
S
ran
ges
disagre
e
and
high
l
y
agr
ee
le
v
el
s
i
n
diffe
re
nt
i
te
m
s.
The
it
em
‘scie
nt
ists
work
in
the
ir
la
bor
at
or
y
,
ev
en
tho
ugh
socia
l
needs
are
not
infl
uen
ce
to
sc
ientists’,
disagr
ee
for
gene
ra
l
sci
e
nce
edu
cation
b
ut
agr
e
e
for
scie
nc
e
progra
m
.
The
post
-
hoc
t
est
indi
cate
d
th
a
t
the
re
were
not
diffe
ren
ce
s
b
y
m
ea
n
sca
l
e
of
two
progra
m
s.
The
re
was
no
intera
c
ti
on
be
tween
group
and
components
of
NO
S.
The
post
-
hoc
t
est
a
lso
in
dic
a
te
d
tha
t
not
found
th
e
diffe
ren
ce
s
in
ea
ch
componen
t
among
scie
nti
fic
worldvie
w
,
scie
nti
fi
c
inqui
r
y
,
and
s
ci
e
nti
fic
en
te
rpris
es.
How
eve
r
,
thr
ee
co
m
ponent
s
of
NO
S
m
u
st
inc
orpora
te
to
teac
her
pre
p
ara
t
io
n
progra
m
for
m
aki
ng
comm
unit
y
of
sci
ence
and
l
it
er
ate
pe
rson a
s wel
l as philosoph
y
o
f
sci
en
ce
educat
ion
.
Ke
yw
or
d
s
:
Natu
re
of
sci
en
ce
Scie
ntific
en
te
r
pr
ise
Scie
ntific
in
qu
i
ry
Scie
ntific
wo
rldv
ie
w
Stud
e
nt teac
he
r
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Pr
asa
rt Nua
ng
c
halerm
,
Faculty
of E
ducat
ion
,
Ma
hasar
a
kham
Unive
rsity
,
Muan
g
Ma
has
arakham
4
4000, T
haila
nd.
Em
a
il
:
pr
asart.
n@
m
su
.ac.th
1.
INTROD
U
CTION
Scie
nce
is
knowle
dge
that
ha
s
been
devel
op
ed
by
hum
an
creati
vity
,
acce
pt
ance
us
e
fu
l
kn
ow
le
dg
e
t
o
so
ci
et
y,
and
pro
duct
s
of
know
le
dg
e
a
nd
t
echnolo
gy
in
the
res
pons
e
pa
tt
ern
s.
T
hese
are
the
i
m
petus
an
d
pro
pu
lsi
on t
o
s
ci
ence a
nd d
e
ve
lop
m
ent [
1,
2]. I
t m
akes an
i
m
po
rtant of c
uri
os
it
y i
n hu
m
ans
i
nf
init
el
y.
Also
,
sci
e
nce
is
a
so
ci
al
proc
ess
that
so
ci
et
y
sh
ould
c
on
ti
nu
e
s
om
e
sci
e
ntific
par
a
digm
sh
ift,
it
m
a
y
pro
ve
no
t
to
be
in
the
so
ci
al
and
cultu
ra
l
di
m
ension
s
[3
]
.
Teac
hing
sci
ence
is
an
i
m
po
rtant
go
al
fo
r
dev
el
op
i
ng
t
he
youth
t
o
kn
ow
an
d
underst
and
t
he
nat
ur
e
of
sci
e
nce.
H
um
ans
hav
e
le
arn
e
d
thi
ng
s
i
n
natu
re,
because
hu
m
an
bein
gs
ha
ve
com
plex
brai
n
struct
ur
es
.
In
natu
re,
a
f
unda
m
ental
cause
of
pu
rsu
i
ng
sci
e
ntific
dev
el
op
m
ent
as
instru
m
ents
of
c
ultur
al
to
ol
s.
It
ex
plains
phen
om
ena
in
the
ways
that
s
ci
ence
is
ac
cep
te
d
[4
]
by
rely
in
g
on
t
he
la
ngua
ge
of
sci
ence,
tra
nsm
itted
f
ro
m
th
e
so
ci
al
sci
e
nc
e
to
t
he
public wh
ic
h
sci
e
ntist
s
us
e
to
descr
i
be
the
i
nfor
m
at
ion
ab
ou
t
the
natu
ra
l
know
le
dg
e
t
hat
so
ci
et
y
can
abs
orb
a
nd
m
od
ify
the
directi
on
for devel
op
m
ent [5]
.
Scie
nce
co
rr
e
s
ponds
to
know
le
dg
e
-
base
d
sy
stem
s,
m
os
tl
y
t
he
nat
ur
al
ph
e
no
m
ena
ex
plained
.
Th
at
is
sci
ence
co
ncerns
our
li
ve
s
and
al
s
o
ed
ucat
ion
f
or
al
l
thro
ug
h
sci
ence
edu
cat
io
n,
pro
vid
e
sci
enc
e
in
suc
h
su
it
able
way
by
instru
ct
io
nal
strat
egies
in
sc
hool
[
6].
Now,
w
e
can
no
t
de
ny
sci
ence
is
an
i
m
po
rtant
cult
ur
e
in
the
m
od
er
n
w
orl
d
to
im
pr
ov
e
the
qual
it
y
of
l
ife.
Scie
nce
te
a
chin
g
a
nd
le
ar
ning
m
us
t
culti
vate
stu
de
nts
insig
ht
and
perspecti
ve
that
sci
ence
is
a
way
of
li
fe
[7
]
.
We
sho
uld
raise
awar
e
ne
ss
to
our
y
oung
child
r
e
n
an
d
yout
h
that
sci
ence
is
unde
r
the
r
ules
of
natu
re
to
li
ve
to
gethe
r
wit
h
bala
nces
[
8,
9].
Mo
dern
s
oc
ie
ty
sh
ou
l
d
c
hange
the
new
vie
w
and
underst
an
d
the
m
eaning
of
sci
ence
is
knowle
dge,
cr
eat
ive
and
pro
du
ct
ive
sci
e
nc
e
dr
ive
s
innov
at
io
n
[
10
]
.
Un
de
rstan
di
n
g
natur
e
of
sc
ie
nce
is
the
goal
of
sci
ence
edu
cat
io
n,
c
hild
ren
s
hould
have
it
a
s
well
as
necessa
ry lea
rn
i
ng s
kill
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
9
-
72
5
720
The
Am
erican
Asso
ci
at
io
n
f
or
the
Adva
nc
e
m
ent
of
Scie
nce
(
AAAS
)
[
1]
hav
e
offer
e
d
substanti
ve
issues
rele
van
t
to
the
na
ture
of
sci
e
nce
by
div
idi
ng
i
nto
3
com
ponen
t
s
inclu
de
the
sci
entifi
c
w
or
l
dv
ie
w
,
sci
entifi
c
inqui
ry,
an
d
sci
entif
ic
enterprise.
S
ci
entifi
c
world
view
is
a
c
on
c
ept
re
gardin
g
orga
nized
sc
he
m
es
of
ph
e
nom
ena
tha
t
occur
i
n
natu
re.
If
there
is
r
esearch
care
f
ully
to
m
ake
hum
ans
disc
ov
e
r
and
un
der
sta
nd
it
.
A
par
ti
al
stud
y
of
the
un
i
ver
se
,
it
can
br
ing
knowle
dge
to
de
plo
y
with
the
un
ive
rse,
al
m
os
t
the
entire
syst
e
m
.
Kno
wled
ge gained
fro
m
the stu
dy
of the
univ
erse,
it
ca
n be
change
d,
beca
us
e it
is lea
r
ne
d
f
r
om
o
bs
er
vi
ng and
le
ad
to
the
crea
ti
on
of
a
theo
r
y
to
exp
la
in
th
e
ph
e
nom
eno
n.
Ther
e
is
a
pos
sibil
it
y
that
a
new
phe
no
m
enon
will
no
t
be
ex
plain
ed
by
the
ori
gi
nal
theo
ry.
T
ra
ns
f
or
m
at
ion
of
knowle
dge
an
d
the
refor
e
c
ontrib
ute
to
im
pr
ovin
g
con
ce
pts
rathe
r
than
de
nie
d.
Scie
ntific
inquiry
is
a
qu
est
fo
r
le
ar
ning
s
ci
entifi
c
approac
h
or
m
et
ho
d
that
gen
e
rates
knowle
dge.
T
he
quest
f
or
le
a
rn
i
ng
m
us
t
be
ba
sed
on
te
sti
m
on
y
de
rive
d
f
r
om
ob
serv
at
io
ns
an
d
sci
entist
s
will
need
to
c
on
t
ro
l
the
conditi
on
s
.
It
happe
ns
accor
ding
to
co
ndit
ion
s
without
dep
e
nd
i
ng
on
oth
e
r
conditi
ons
infl
uen
ce
s.
But
if
the
sci
entist
s
c
an'
t
con
trol
the
conditi
on
s
of
wh
at
is
stud
ie
d.
Scie
ntist
s
ne
ed
to
stud
y
phe
nom
e
na
in
the
fo
ll
owin
g
re
fer
e
nce
su
m
m
ary.
The
qu
est
for
le
ar
ning
re
quires
both
sci
e
ntific
r
easo
n
and
im
aginati
on
in
t
he
crea
ti
on
hypot
hesis,
as
well
as
how
to
m
on
it
or
a
n
assum
ption
will
le
ad
to
li
nk
s
betwee
n
the te
stim
on
y and
th
e evid
e
nce do
wn
t
he
cause a
nd
e
ff
ect
pr
inci
ple concl
us
i
ons.
Scie
ntific
ent
erp
ris
e
is
so
ci
al
com
plexity
,
beca
use
sci
ence
pe
rm
eat
es
li
fe
and
s
ci
entifi
c
app
l
ic
at
io
ns
.
Scie
nce
is
in
vited
to
edu
cat
io
nal
sy
stem
,
op
e
ning
knowle
dge
a
nd
m
et
ho
ds
to
t
eachin
g
in
e
ducat
ion
al
insti
tu
ti
on
s
a
nd
a
genci
es.
Each
age
ncy
ha
s
a
ro
le
in
the
op
e
rati
on
of
t
he
dif
fer
e
nt
sci
entifi
c.
Scie
ntist
s,
bo
t
h
as
academ
ic
s
and
m
e
m
ber
s
of
a
s
oci
et
y
tro
ub
le
d
in
s
ociet
y
as
par
t
of
the
so
ci
et
y.
In
a
ddit
ion
sci
e
nce
has
bee
n
in
volvin
g
the
par
ti
ci
patio
n
of
t
he
public,
sci
entist
s,
sci
entifi
c
act
ivit
ie
s,
sci
entist
s
ca
n
assist
the
publ
ic
in
unde
rsta
nd
i
ng
the
ca
use
s
of
natu
ral d
isa
ste
r
s or
dam
ages ar
isi
ng
f
ro
m
science a
nd tech
nolo
gy.
In
co
ns
i
der
in
g
the
env
i
ronm
e
nt
around
us,
and
al
l
are
invo
lved
in
relat
io
n
to
the
natu
re
of
sci
ence.
Scie
nce educat
or
s
, th
ere
f
or
e
f
ocuses on the i
m
po
rtance of teachin
g,
that is
co
ns
ist
e
nt w
it
h
the r
ec
ogniti
on
a
nd
unde
rstan
ding
of
t
he
nat
ur
e
of
sci
ence
[8,
11
-
13]
.
The
nat
ur
e
of
sci
ence,
it
was
ai
m
ed
at
under
sta
nding
t
he
char
act
e
risti
cs
of
the
sci
enti
fic
process
a
nd
the
fact
or
s
t
hat
m
ake
dev
el
op
m
ent
of
sci
ence.
Ma
na
ging
the
te
aching
a
nd
l
earn
i
ng
of
sci
e
nce
that
prom
otes
a
natur
al
sci
ence
shou
l
d
ta
ke
into
acco
un
t
the
i
m
po
rtan
ce
of
the
de
velo
pm
e
nt
of
at
ti
tud
es
t
ow
a
r
d
sci
ence
.
Stud
e
nts
s
houl
d
ha
ve
knowle
dg
e
an
d
s
kill
s,
and
creati
vity
in
the
dev
el
op
m
ent
of
un
der
sta
ndin
g
natu
ral
set
ti
ng
[
14]
.
I
f
te
ac
he
rs
hav
e
le
ss
unde
rstan
ding
t
he
nat
ure
of
sc
ie
nce,
it
con
nects
t
o
s
tud
e
nts’
per
ce
ption
a
nd
un
de
rstan
ding
as
w
el
l.
Teachers
s
hould
ha
ve
un
der
sta
nd
i
ng
na
ture
of
sci
ence a
nd pr
om
ote it
to
their stu
de
nts
by s
uitable
lear
ning atm
os
ph
e
re.
Pr
e
-
s
er
vice
te
achers
a
re
key
el
e
m
ents
to
sc
affold
stu
de
nts
m
eet
natur
e
of
sci
ence
.
If
they
have
accurate
co
nce
pts
an
d
unde
rs
ta
nd
in
gs,
they
can
help
stu
de
nts
to
m
ee
t
go
al
of
sci
en
ce
edu
cat
io
n.
T
ha
t
is,
natu
re
of
sci
en
ce
is
i
m
po
rtant
fo
r
m
aking
be
ing
sci
entist
in
stud
e
nts’
pe
rce
ption
a
nd
beh
a
viors.
I
f
they
l
ess
or
la
ck
off
natur
e
of
sci
e
nce,
it
m
ay
le
ad
stude
nts
ig
nore
sci
ence
a
nd
c
omm
un
it
y
of
sci
e
nce.
Teache
rs
are
ke
y
factors t
o
inv
it
e n
at
ur
e
of
scie
nce to
classr
oom
an
d
m
ake ci
ti
zens o
r
c
omm
un
it
y of
scie
nce.
S
o
that, th
is st
ud
y
aim
s
to
inv
est
igate
and
c
ompare
unde
r
sta
ndin
g
nat
ur
e
of
sci
ence
betw
een
ge
ner
al
sc
ie
nce
ed
ucati
on
pre
-
serv
ic
e
te
ac
he
rs
a
nd
sci
enc
e
pre
-
se
rv
ic
e
te
achers.
T
he
survey
m
et
ho
d
is
em
plo
ye
d
for
in
vesti
gating
diff
e
re
nces.
T
he
res
ults
will
gu
ide
sci
e
nce
edu
cat
or
s
to
consi
der
al
ly
de
sign
e
d
cu
rr
ic
ulu
m
an
d
i
m
ple
m
ent
instru
ct
io
nal
pract
ic
es in term
s of
prom
oting
natu
re
of
sci
en
ce.
2.
RESEA
R
CH MET
HO
D
2.1.
Part
ic
ip
ants
In
or
der
to
as
sess
the
three
com
po
nen
ts
natu
re
of
sci
e
nce,
a
survey
m
et
ho
ds
a
nd
i
ns
tr
um
ent
to
inv
est
igate
natur
e
of
sci
ence
was
dev
el
op
e
d
fo
ll
owin
g
the
instru
m
ent
de
velo
pm
ent
gu
i
delines
descr
i
be
d
by
AAAS
[
1]
f
or
creati
ng
an
af
f
ect
ive
N
OS
sc
al
e.
The
instr
um
ent
was
m
ade
25
it
em
s
were
ge
ner
at
e
d
by
a
pa
nel
of
e
xp
e
rts.
T
he
3
ex
per
ts
ve
rified
a
nd
pro
vid
e
d
val
uab
le
su
ggest
io
n
to
the
qu
est
io
nn
ai
res.
The
valid
it
y
or
ind
e
x
of
co
ngr
uen
ce
w
as
repor
te
d
r
an
ges
be
tween
0.6
7
a
nd
1.00
f
or
25
it
e
m
s.
It
in
dicat
ed
th
at
quest
io
nn
ai
r
e
can
be
us
e
d
f
or
data
colle
ct
io
n
with
par
ti
ci
pa
nts.
T
o
com
plete
the
NO
S
c
om
po
ne
nts
an
d
quest
io
nn
ai
r
es,
the
par
ti
ci
pa
nts
rat
ed
the
exte
nt
t
o
wh
ic
h
eac
h
i
tem
belonge
d
i
n
the
res
pecti
ve
cat
egory.
T
he
res
ulti
ng
i
n
NOS
scal
e
was
adm
inist
ered
to
pre
-
ser
vice
te
ach
ers
from
gen
er
al
sci
ence
educat
ion
pro
gra
m
(science
ed
ucati
on)
and
te
achi
ng
s
ci
ence
a
nd
m
at
hem
atics
progr
a
m
(science)
by
us
in
g
a
4
-
poi
nt
Like
rt
scal
e
(1
=
Highly
Dis
agr
ee
,
2=D
isa
gr
ee
, 3
=Agree,
and
4=
Highly
Agr
ee
).
2.2.
Data c
ollec
tio
n
The
resea
rc
h
e
m
plo
ye
d
surv
ey
m
e
tho
d
t
o
colle
ct
NO
S
of
al
l
par
ti
ci
pan
ts.
The
first
sem
es
te
r
of
academ
ic
ye
ar
2019
from
on
e
un
ive
rsity
in
the
northeast
of
T
haila
nd
w
as
representat
i
ve
stu
dy.
They
wer
e
introd
uced
to
natu
re
of
sci
en
ce
by
var
io
us
kinds
of
subj
e
c
ts
in
pr
ogram
of
stud
y.
T
w
o
cohor
ts,
sci
en
ce
pr
e
-
serv
ic
e
te
ac
hers
and
ge
ner
al
s
ci
ence
ed
ucati
on
te
ac
her
s
e
nr
olled
in
diff
e
re
nt
co
ur
se
,
but
they
ha
ve
to
e
xpres
s
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
In
vest
ig
atin
g u
nd
e
rsta
nd
i
ng the
na
t
ur
e
of sc
ie
nce:
a
c
omp
ari
so
n of
pr
e
-
se
rvi
ce
…
(
Veen
a
Pr
ac
hagool
)
721
NOS
by
them
sel
ves.
All
stu
den
ts
rate
d
th
ei
r
op
i
nions
to
natu
re
of
sci
ence
in
fr
eel
y
by
answ
e
rin
g
NO
S
qu
e
sti
onnaires
thr
ough
Goo
gle
fo
rm
.
Then
,
data
wer
e
co
rrec
te
d
in
com
pl
et
eness
be
fore
m
anipu
la
ti
ng
da
ta
by
sta
ti
sti
cal
p
ackag
e
pro
gr
am
.
2.3.
Data anal
ys
is
Data
wer
e
cal
culat
ed
by
m
ean
an
d
sta
ndard
de
viati
on
for
co
ns
ide
rin
g
crit
eria
of
pr
e
-
ser
vice
te
achers
’
un
de
rstan
ding
the
na
ture
of
sci
e
nc
e.
The
m
ean
s
cor
e
ca
n
be
de
ci
ded
th
at
rang
es
1.0
0
-
1.50
=
Highly
disag
ree,
1.5
1
-
2.50
=
Disa
gr
ee,
2.
51
-
3.5
0=Ag
ree,
an
d
3.5
1
-
4.
00=Hi
gh
ly
ag
r
ee.
The
n,
unde
rstan
ding
the
na
ture
of
sci
ence
of
t
wo
gr
oups
of
pr
e
-
ser
vice
te
a
cher
s
we
re
te
st
ed
the
m
ean
di
ff
e
ren
ces
by
in
dep
e
ndent
t
-
te
s
t.
The
diff
e
re
nces
be
tween
gro
up
of
pre
-
se
r
vice
te
acher
s
a
nd
com
po
ne
nts
of
N
OS
we
re
te
ste
d
by
T
wo
-
wa
y
ANO
V
A
.
Fin
dings
wer
e
presented
i
n
qu
antit
at
ive
exp
l
anati
on
t
o
see
k
the
sta
ti
sti
cal
diff
e
ren
ce
s.
Me
an
and
sta
nd
a
rd
dev
ia
ti
on
we
re
us
ed
f
or
desc
riptive
sta
ti
sti
c
s
and
al
so
t
w
o
way
A
NOV
A
was
em
plo
ye
d
to
te
st hyp
oth
esi
s
.
3.
RESU
LT
S
A
ND D
I
SCUS
S
ION
Unde
rstan
ding
na
tu
re
of
sci
e
nce
bet
ween
ge
ner
al
sci
en
ce
edu
cat
io
n
a
nd
sci
ence
pre
-
se
r
vice
te
acher
s
exp
l
or
e
d
t
hat
bo
t
h
of
tw
o
pro
gr
am
s
rated
unde
rstan
ding
NOS
ranges
di
sagr
ee
an
d
hi
gh
ly
a
gr
ee
le
ve
ls
in
diff
e
re
nt
it
e
m
s
.
The
it
e
m
“sci
entist
s
us
e
t
heir
knowle
dg
e
to
descr
i
be
a
nd
predict
phen
om
ena
bas
ed
on
evide
nces
”
ge
ner
al
sci
enc
e
edu
cat
io
n
pr
e
-
serv
ic
e
te
ac
hers
rated
in
a
gre
e
(M=3.
44,
S
D=0.5
0),
sci
en
ce
pr
e
-
serv
ic
e
te
ac
hers
rated
in
highl
y
agr
ee
(M=3
.
55,
S
D=
0.51).
In
a
ddit
ion,
ge
ner
al
sci
e
nce
e
du
cat
io
n
pre
-
s
erv
ic
e
te
achers
rate
d
in
highly
agr
e
e
(M=3.
55,
S
D=0.5
4
a
nd
3.53,
S
D
-
054),
s
ci
ence
pre
-
se
r
vice
te
achers
r
at
ed
in
agr
ee
(M=3
.41,
S
D=
0.59
a
nd
M=
3.45,
S
D=
05
1)
for
it
e
m
“
sci
entifi
c
knowle
dge
w
il
l
be
reli
able
w
he
n
evide
nces
a
re
en
ough”
a
nd
“
sci
entist
s
m
us
t
to
pu
blish
of
wh
at
they
ex
plore
t
o
public
s
ociet
y
”
in
t
he
fo
ll
owin
g.
B
ut
the
it
e
m
“
sci
e
ntist
s
wor
k
in
their
la
borat
ory
,
even
t
houg
h
soc
ia
l
needs
are
not
in
flue
nce
to
sci
entist
s
”
ge
ne
ral
sci
ence
ed
ucati
on
pre
-
ser
vice
te
ache
rs
r
at
ed
in
disa
gr
e
e
(M=1
.96,
S
D
=0.64),
sci
enc
e
pre
-
serv
ic
e tea
c
hers rated
in
a
gree
(
M=
2.3
6, S
D=
0.79).
More
de
ta
il
s can
be
d
e
s
cribe
d
in
the
T
able 1.
Fo
r
gen
eral
sci
ence
edu
cat
ion
and
sci
ence
pr
e
-
serv
ic
e
te
achers
rated
their
un
der
sta
nd
ing
NO
S,
the
it
em
s
in
disagr
ee
le
vel
wer
e
“
sci
entist
s
den
y
im
aginati
on
and
creat
ive
think
ing
to
exp
lore
new
kn
ow
le
dg
e”
,
“
sci
entifi
c
kn
ow
le
dg
e
or
exp
lorati
on
s
are
pr
od
ucts
of
sci
entist
s,
need
s
of
so
ci
et
y
and
com
m
un
it
y
culture
are
no
t
relat
ed”,
“
sci
entist
s
wo
rk
in
their
la
bo
rator
y,
even
tho
ug
h
so
ci
al
need
s
are
no
t
influ
ence
to
sci
entist
s”,
“
we
us
e
pr
ocess
of
sci
ence
fo
r
m
aking
a
con
siderati
on
of
wh
ic
h
picture
in
galle
ry
is
the
best”,
“
sci
entist
wo
rk
s
in
lon
el
y
un
der
set
ti
ng
la
bo
rator
y,
if
m
any
sci
entist
s
m
ay
be
diff
ic
ult
to
con
cl
ud
e”,
“
sci
entist
s
do
research
by
ta
kin
g
resp
on
sibil
it
y
to
ben
efit
s
than
tho
se
m
or
al
and
et
hics”,
“sci
entifi
c
kn
ow
le
dg
e
com
es
fr
om
exp
erim
ents
on
ly
”,
“sci
entist
s
em
plo
ye
d
on
ly
creati
ve
think
ing
fo
r
design
ing
inn
ov
at
ion
s
and
inv
entions
”,
and
”sci
entist
s
are
so
ci
al
par
tners,
on
beh
al
f
of
exp
erti
se
wh
o
un
der
sta
nd
and
crit
ic
iz
e
on
ph
eno
m
ena
even
tho
ug
h
no
m
or
e sh
ow
ing
o
pin
ion
s an
d
feeli
ng
s”.
The
it
em
s
in
agr
ee
le
vel
wer
e
“sci
entist
s
exp
lore
their
kn
ow
le
dg
e
thro
ug
h
the
sam
e
m
et
ho
ds
and
exp
li
ci
t
pr
oced
ur
es”,
“per
so
nal
op
inion
s
em
erg
ed
fr
om
div
ersit
y
of
dem
og
rap
hic,
sex,
belie
fs,
or
pr
eviou
s
exp
eriences
wh
ic
h
no
t
influ
ence
to
wo
rk
ing
of
sci
entist
s”,
“natur
al
ph
eno
m
ena
are
of
te
n
sh
ow
ed
the
sam
e
patte
rn
and
it
can
be
un
der
sta
nd
able”,
“we
are
of
te
n
rem
em
ber
in
sci
entifi
c
la
w
becau
se
it
is
accurate
and
pr
ov
ed
in
m
any
ti
m
es”,
“sci
entist
s
try
to
exp
la
in
and
pr
edict
ph
eno
m
ena
in
accuratel
y
even
tho
ug
h
wh
at
they
al
l
exp
la
in
will
no
t
be
descr
ibable”,
“sci
ence
and
te
chn
olo
gy
are
sam
e
thing
s”,
“sci
ence
cann
ot
exp
la
in
abo
ut
wo
rld
and
al
l
abo
ut
wo
rld,
bu
t
it
can
pr
edict
wh
at
will
be
ha
pp
ened
with
the
wo
rld”,
“sci
ence
can
descr
ibe
con
crete kn
ow
le
dg
e, n
at
ur
al
p
hen
om
ena,
and
o
ther
su
rr
ou
nd
ing
s”, an
d
“t
her
e are so
m
e p
hen
om
ena w
hich
we
cann
ot inv
est
igate
b
y sci
entifi
c m
et
ho
d”
.
The
it
em
s
in
hig
hly
ag
ree
le
ve
l
“sci
entist
s
will
rep
eat
the
ir
ex
per
im
ents
to
re
duce
s
ome
m
ist
akes”
,
“sci
entist
s
aw
are
an
d
ig
nor
e
bias
that
it
will
be
ap
pe
ared
i
n
the
process
of
i
nter
pr
et
at
io
n”,
“sc
ie
ntific
knowle
dge
can
be
change
d,
if
add
it
ion
al
evi
den
ce
s
can
ex
pl
ai
n
m
uch
m
ore
than
tho
se
pri
or
knowle
dge
”,
and
“sci
ence
an
d
t
echnolo
gy
in
fluen
ce
t
o
so
ci
e
ty
m
ov
e
m
ents,
and
al
s
o
so
ci
et
y
influ
ence
to
de
velo
pm
ent
of
sci
ence
an
d
te
chnolo
gy
.
Wh
i
le
the
diff
e
re
nt
rati
ng
it
em
s
by
gen
er
al
sci
ence
ed
ucati
on
pr
e
-
ser
vice
te
achers
m
ade
“sci
entis
ts
us
e
t
heir
kn
ow
le
dg
e
to
des
cribe
a
nd
pr
e
d
i
ct
phen
om
ena
base
d
on
evi
de
nces
”
i
n
a
gr
ee
le
vel,
bu
t
sci
ence
pre
-
ser
vice
te
achers
rated
highly
agr
ee
le
ve
l.
Also
,
“sci
e
nt
ist
s
m
us
t
to
publish
of
what
they
exp
l
or
e
to
pu
blic
so
ci
et
y
”
and
“
sci
entifi
c
know
le
dg
e
will
be
reli
able
wh
e
n
evide
nces
ar
e
enough
”
rat
e
hig
hly
agr
ee
for ge
neral
science e
du
c
at
ion
pr
e
-
ser
vi
ce te
acher
s,
a
nd
rated a
gr
e
e f
or scie
nce
pre
-
serv
ic
e tea
c
hers.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
9
-
72
5
722
Table
1
.
U
nd
e
r
sta
nd
i
ng NOS
of pre
-
se
r
vice te
achers
Ite
m
Gen
eral
sci
en
ce e
d
u
catio
n
Scien
ce
M
SD
u
n
d
erstand
in
g
NOS
M
SD
u
n
d
erstand
in
g
NOS
Scien
ce c
an
des
c
ri
b
e
co
n
crete
kn
o
wled
g
e,
n
atu
ral
p
h
en
o
m
en
a,
an
d
ot
h
er
su
rr
o
u
n
d
in
g
s
3
.38
0
.53
Ag
ree
3
.32
0
.65
Ag
ree
Natu
ral
p
h
en
o
m
en
a ar
e
of
ten
sh
o
wed
the sa
m
e
p
attern and
it
can b
e un
d
erstand
ab
le
2
.56
0
.76
Ag
ree
2
.73
0
.83
Ag
ree
Scien
tif
ic
k
n
o
wled
g
e ca
n
be chan
g
ed
,
if
add
itio
n
al
ev
id
en
ces can ex
p
lain
m
u
ch
m
o
re
th
a
n
tho
se p
rior
k
n
o
wled
g
e
3
.69
0
.47
Hig
h
ly
Agree
3
.64
0
.49
Hig
h
ly
Agree
W
e
are
o
f
ten
r
e
m
e
m
b
er
in
sci
en
tif
ic law
b
ecaus
e it
is
accurate
an
d
pro
v
ed
in
m
an
y
ti
m
es
2
.60
0
.85
Ag
ree
2
.95
0
.65
Ag
ree
W
e us
e pro
cess
of
scien
ce fo
r
m
ak
in
g
a
co
n
sid
eration
of
w
h
ich
pictu
re
in
gallery
is the b
est
1
.98
0
.80
Disag
ree
1
.86
0
.64
Disag
ree
There
a
re
so
m
e ph
en
o
m
en
a
which
w
e ca
n
n
o
t
in
v
estig
ate by
scie
n
tif
ic
m
eth
o
d
3
.42
0
.60
Ag
ree
3
.36
0
.73
Ag
ree
Scien
tists
tr
y
to ex
p
lain
and
pred
ict ph
en
o
m
en
a in
accuratel
y
even
th
o
u
g
h
what th
ey
all
ex
p
lain
will
n
o
t
b
e des
cribab
le
2
.96
0
.61
Ag
ree
3
.45
0
.51
Ag
ree
Scien
tists
us
e their
kn
o
wled
g
e to d
es
cribe and
p
redict p
h
en
o
m
en
a
bas
ed
on
evid
en
ces
3
.44
0
.50
Ag
ree
3
.55
0
.51
Hig
h
ly
Agree
Scien
tif
ic kn
o
wled
g
e will
b
e r
eliab
le
wh
en
evid
en
ces
are
en
o
u
g
h
3
.55
0
.54
Hig
h
ly
Agree
3
.41
0
.59
Ag
ree
Scien
tists
d
en
y
i
m
ag
in
atio
n
and
cr
eativ
e thin
k
in
g
to
ex
p
lo
re
n
ew kn
o
wled
g
e
1
.78
0
.69
Disag
ree
2
.05
0
.65
Disag
ree
Scien
tists
e
m
p
lo
y
e
d
on
ly
cr
eativ
e
thin
k
in
g
f
o
r
d
esig
n
in
g
inn
o
v
ati
o
n
s an
d
inv
en
ti
o
n
s
2
.15
0
.52
Disag
ree
2
.45
0
.86
Disag
ree
Scien
ce c
an
n
o
t exp
lain
abo
u
t world
and
all
ab
o
u
t
wo
rld, bu
t it
can p
r
ed
ict what will
be
h
ap
p
en
ed
with
th
e world
3
.00
0
.75
Ag
ree
3
.00
0
.69
Ag
ree
Scien
tists
will
repe
at their exp
eri
m
en
t
s to
r
ed
u
ce
so
m
e
m
ist
ak
es
3
.60
0
.63
Hig
h
ly
Agree
3
.55
0
.74
Hig
h
ly
Agree
Scien
tists
aware an
d
ign
o
re
b
ias th
at it
will be
ap
p
eare
d
in th
e pr
o
cess
of
interp
retation
3
.67
0
.58
Hig
h
ly
Agree
3
.59
0
.50
Hig
h
ly
Agree
Perso
n
al op
in
io
n
s
e
m
erged
f
ro
m
d
iv
ersity
of
d
e
m
o
g
raph
ic,
sex
,
b
elief
s, or previ
o
u
s ex
p
eriences
wh
ich
no
t inf
lu
en
c
e to wo
rkin
g
of
scien
tists
2
.51
0
.81
Ag
ree
2
.82
0
.73
Ag
ree
Scien
tists
exp
lo
re
t
h
eir
k
n
o
wled
g
e thro
u
g
h
the sa
m
e
m
e
th
o
d
s an
d
exp
licit pro
cedu
res
2
.47
0
.77
Ag
ree
2
.86
0
.77
Ag
ree
Scien
tif
ic kn
o
wled
g
e co
m
es f
ro
m
ex
p
eri
m
en
ts o
n
ly
2
.13
0
.75
Disag
ree
2
.36
0
.79
Disag
ree
Scien
tif
ic kn
o
wled
g
e or exp
lo
ration
s are
p
rod
u
cts o
f
scien
tists
,
n
eeds
of so
ciety
and
co
m
m
u
n
ity
cultu
re
are
n
o
t r
el
ated
1
.78
0
.63
Disag
ree
2
.00
0
.44
Disag
ree
Scien
tist wo
rks
in
lo
n
ely
un
d
er
settin
g
labo
ratory
,
if
m
a
n
y
scien
tists
m
a
y
be d
if
f
icu
lt to co
n
clu
d
e
2
.00
0
.67
Disag
ree
2
.32
0
.57
Disag
ree
Scien
tists
ar
e
so
cial partners, on
beh
al
f
of
exp
ertise
wh
o
un
d
erstand
an
d
cr
iticize
on
p
h
en
o
m
en
a even
th
o
u
g
h
no
m
o
re
sh
o
win
g
op
in
i
o
n
s an
d
f
eelin
g
s
2
.36
0
.68
Disag
ree
2
.45
0
.86
Disag
ree
Scien
tists
m
u
st to
p
u
b
lish
o
f
what th
ey
exp
lo
re
to
p
u
b
lic so
ciety
3
.53
0
.54
Hig
h
ly
Agree
3
.45
0
.51
Ag
ree
Scien
tists
do
r
esea
rch b
y
takin
g
r
esp
o
n
sib
ility
to
b
en
ef
its th
an
tho
se
m
o
ral
and
ethics
2
.05
0
.85
Disag
ree
2
.45
1
.01
Disag
ree
Scien
ce a
n
d
techn
o
lo
g
y
ar
e sa
m
e thi
n
g
s
2
.98
0
.62
Ag
ree
3
.14
0
.64
Ag
ree
Scien
ce a
n
d
techn
o
lo
g
y
inf
lu
en
ce to
so
ciety
m
o
v
e
m
en
ts,
an
d
also
so
ciety
inf
lu
en
ce to
d
ev
elo
p
m
en
t of
scien
ce a
n
d
techn
o
lo
g
y
3
.49
0
.54
Ag
ree
3
.36
0
.49
Ag
ree
Scien
tists
work
in
th
eir
lab
o
rator
y
,
ev
en
tho
u
g
h
so
cial need
s are
n
o
t inf
lu
en
ce to scien
tists
1
.96
0
.64
Disag
ree
2
.36
0
.79
Ag
ree
To
m
ake
su
re,
com
par
ing
un
der
sta
nd
ing
natur
e
of
sci
ence
between
two
gr
ou
ps
of
pr
e
-
serv
ic
e
te
achers’
ind
epen
den
t
t
-
te
st
was
us
ed.
Two
gr
ou
ps
of
pr
og
ram
of
stud
y
had
no
diff
eren
ces
of
the
un
der
sta
nd
ing
n
at
ur
e o
f
sci
ence.
In
fo
rm
at
ion
can
be
sh
ow
n
in Tab
le
2
f
or
ex
plaining
stat
ist
ic
al
r
epo
rt.
Table
2
.
C
om
par
in
g under
sta
nd
i
ng n
at
ur
e
of
science
betwe
en
tw
o g
rou
ps
Prog
ra
m
n
M
SD
df
t
p
Gen
eral
sci
en
ce e
d
u
catio
n
55
2
.76
0
.68
54
0
.78
0
.43
8
Scien
ce
23
2
.90
0
.56
22
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
In
vest
ig
atin
g u
nd
e
rsta
nd
i
ng the
na
t
ur
e
of sc
ie
nce:
a
c
omp
ari
so
n of
pr
e
-
se
rvi
ce
…
(
Veen
a
Pr
ac
hagool
)
723
Unde
rstan
ding
NO
S
of
tw
o
groups
by
te
sti
ng
the
m
ea
n
scal
e,
it
found
that
there
wer
e
not
diff
e
re
nces.
G
ener
al
sci
ence
edu
cat
io
n
pre
-
serv
ic
e
te
ache
r
s
had
m
ean
scal
e
sli
gh
tl
y
lower
tha
n
sci
e
nc
e
pr
e
-
serv
ic
e
te
acher
s.
T
o
c
om
par
e
unde
rstan
di
ng
N
OS
by
var
i
ance
a
n
al
ysi
s
betwee
n
gro
up
of
respo
nd
e
nt
s
a
nd
com
po
ne
nts
of
NOS,
T
w
o
w
ay
ANOVA
w
as
em
plo
ye
d.
The
re
su
lt
in
dicat
ed
that
the
r
e
was
no
i
nter
act
ion
betwee
n gro
up and c
om
po
ne
nt
at .05 lev
el
of
stat
ist
ic
al
testi
ng. Varia
nce te
st can
be
s
how
n
in
Ta
ble 3.
Table
3
.
C
o
m
par
in
g
the
d
if
fe
r
ence scale
s
bet
ween g
r
oup
a
nd c
om
po
ne
nt
So
u
rce
Ty
p
e
II
I
Su
m
o
f
Squ
ares
df
Mean sq
u
are
F
p
Grou
p
.18
5
1
.18
5
.47
2
.49
6
Co
m
p
o
n
en
ts
1
.20
2
2
.60
1
1
.52
8
.22
8
Grou
p
* Co
m
p
o
n
en
ts
.03
9
2
.01
9
.04
9
.95
2
Er
ror
1
7
.30
4
44
.39
3
Un
der
sta
nd
ing
NO
S
of
two
gr
ou
ps
by
te
sti
ng
var
ia
nce
between
gr
ou
p
of
stud
y
and
com
po
nen
ts
of
NO
S
fo
un
d
that
there
wer
e
no
t
diff
eren
ces.
Then
,
po
st
-
ho
c
te
st
was
em
plo
ye
d
to
inv
est
igate
pair
diff
eren
ces
between
am
on
g
com
po
nen
ts.
The
equ
al
var
ia
nce
no
t
assum
ed
by
Du
nn
et
t’s
T3
was
us
ed.
Stat
ist
ic
al
rep
or
t
was
no
t
fo
un
d
the
diff
eren
ces
in
each
com
po
nen
t
am
on
g
sci
entifi
c
wo
rldv
ie
w,
sci
entifi
c
inq
uiry,
and
sci
entifi
c enterp
rises.
The
resu
lt
s
sh
ow
ed
that
two
gr
ou
ps
of
pr
e
-
serv
ic
e
te
achers
hav
e
un
der
sta
nd
ing
NO
S
in
the
sli
gh
tl
y
s
im
il
arit
y
per
cepti
on
.
They
disagr
eed
with
sci
entist
s
den
y
im
aginati
on
and
creati
ve
think
ing
to
exp
lore
new
kn
ow
le
dg
e;
sci
entifi
c
kn
ow
le
dg
e
or
exp
lorati
on
s
are
pr
od
ucts
of
sci
entist
s,
need
s
of
so
ci
et
y
and
com
m
un
it
y
culture
are
no
t
relat
ed;
sci
entist
s
wo
rk
i
n
their
la
bo
rator
y,
even
tho
ug
h
so
ci
al
need
s
are
no
t
influ
ence
to
sci
entist
s;
we
us
e
pr
ocess
of
sci
ence
fo
r
m
aking
a
con
siderati
on
of
wh
ic
h
picture
in
galle
ry
is
the
best;
sci
entist
wo
rk
s
in
lon
el
y
un
der
set
ti
ng
la
bo
rator
y,
if
m
any
sci
entist
s
m
ay
be
diff
ic
ult
to
con
cl
ud
e;
sci
entist
s
do
research
by
ta
kin
g resp
on
sibil
it
y
to
ben
efit
s
than
tho
se m
or
al
an
d
et
hics
-
that are n
at
ur
e o
f
sci
ence thr
ou
gh
sci
entifi
c
wo
rld
view
and
sci
entifi
c
inq
uiry.
That
is,
the
two
pr
on
gs
of
ob
j
ect
ivist
and
su
bj
ect
ivist
con
cepts
le
ad
un
der
sta
nd
ing
natur
e
of
sci
ence
to
the
wo
rld
[1
5
-
19
]
.
Ho
wev
er,
so
m
e
it
em
s
that
they
rated
disagr
ee
-
sci
entifi
c
kn
ow
le
dg
e
com
es
fr
om
exp
erim
ents
on
ly
;
sci
entist
s
em
plo
ye
d
on
ly
creati
ve
think
ing
fo
r
design
ing
inn
ov
at
ion
s
and
inv
entions
;
and
sci
entist
s
are
s
ocial
par
tners,
on
beh
al
f
of
exp
erti
se
wh
o
un
der
sta
nd
and
crit
ic
iz
e
on
ph
eno
m
ena
even
tho
ug
h
no
m
or
e
sh
ow
ing
op
inion
s
and
feeli
ng
s
-
it
seem
s
m
isc
on
cepti
on
abo
ut
natur
e
of
sci
ence.
These
are
im
po
rtant
issues
fo
r
te
acher
dev
el
op
m
ent
in
sci
ence
edu
cat
ion
,
esp
eci
al
ly
cur
riculum
an
d
instru
ct
ion
al
strategie
s m
us
t be integr
at
ed
by su
it
able ways [8
, 2
0
-
22
]
.
The
per
cepti
on
in
agr
ee
abo
ut
un
der
sta
nd
ing
natur
e
of
sci
ence
-
sci
entist
s
exp
lore
their
kn
ow
le
dg
e
thro
ug
h
the
sam
e
m
et
ho
ds
and
exp
li
ci
t
pr
oced
ur
es;
per
so
nal
o
pin
ion
s
em
erg
ed
fr
om
div
ersit
y
of
dem
og
rap
hic,
sex,
belie
fs,
or
pr
eviou
s
exp
eriences
wh
ic
h
no
t
influ
ence
to
wo
rk
ing
of
sci
entist
s;
natur
al
ph
eno
m
ena
are
of
te
n
sh
ow
ed
the
sam
e
patte
rn
and
it
can
be
un
der
sta
nd
able;
we
are
of
te
n
rem
em
ber
in
sci
entifi
c
la
w
bec
ause
it
is
accurate
and
pr
ov
ed
in
m
any
ti
m
es;
sci
entist
s
try
to
exp
la
in
and
pr
edict
ph
eno
m
ena
in
accuratel
y
even
tho
ug
h
wh
at
they
al
l
exp
la
in
will
no
t
be
descr
ibable;
sci
ence
and
te
chn
olo
gy
are
sam
e
thing
s;
sci
ence
cann
ot
exp
la
in
abo
ut
wo
rld
and
al
l
abo
ut
wo
rld,
bu
t
it
can
pr
edict
wh
at
will
be
hap
pen
ed
with
the
wo
rld;
sci
ence
can
descr
ibe
con
crete
kn
ow
le
dg
e,
natur
al
ph
eno
m
ena,
and
oth
er
su
rr
ou
nd
ing
s;
and
there
are
so
m
e
ph
eno
m
ena
wh
ic
h
we
cann
ot
inv
est
igate
by
sci
entifi
c
m
et
ho
d
-
that
are
m
os
tl
y
in
sci
entifi
c
inq
uiry
and
sci
entifi
c
enterp
rise
com
po
nen
ts.
They
hav
e
con
cepts
natur
e
of
sci
ence
to
m
eet
the g
oal o
f
sci
ence ed
ucati
on
[
23
-
26
]
.
High
ly
agr
ee
to
un
der
sta
nd
ing
natur
e
of
sci
ence
that
they
hav
e
-
sci
entist
s
will
rep
eat
their
exp
erim
ents
to
red
uce
so
m
e
m
is
ta
kes;
sci
entist
s
awar
e
and
ign
or
e
bias
that
it
will
be
app
eared
in
the
pr
ocess
of
interpr
et
at
ion
;
sci
entifi
c
kn
ow
le
dg
e
can
be
chan
ged
,
if
add
it
ion
al
eviden
ces
can
exp
la
in
m
uch
m
or
e
than
tho
se
pr
ior
kn
ow
le
dg
e;
and
sci
ence
and
te
chn
olo
gy
influ
ence
to
so
ci
et
y
m
ov
em
ents,
and
al
so
so
ci
et
y
influ
ence
to
dev
el
op
m
ent
of
sci
ence
and
te
chn
olo
gy
–
it
helps
them
to
im
plem
ent
natur
e
of
sci
ence
into
cur
riculum
and
instru
ct
ion
as
well
as
they
per
cei
ved
.
Ho
wev
er,
scho
ol
pr
act
ic
um
sh
ou
ld
al
low
them
to
im
plem
ent
te
chn
olo
gy,
ped
ago
gy,
and
sci
entifi
c
con
te
nt
as
well
as
natur
e
of
sci
ence
app
earance.
W
hile
the
it
em
s
between
gen
eral
sci
ence ed
ucati
on
an
d
sci
ence p
re
-
serv
ic
e tea
cher
s r
at
ed
ran
ges
agr
ee and
h
igh
ly
ag
ree
bu
t
diff
eren
t
le
vel
-
sci
entist
s
us
e
their
kn
ow
le
dg
e
to
descr
ibe
and
pr
edict
ph
eno
m
ena
based
on
eviden
ces,
sci
entist
s
m
us
t
to
pu
blish
of
wh
at
they
exp
lore
to
pu
blic
so
ci
et
y
and
sci
entifi
c
kn
ow
le
dg
e
will
be
reli
able
wh
en
eviden
ces
are
eno
ug
h
-
that
is,
they
un
der
stoo
d
natur
e
of
sci
ence,
bu
t
seem
s
to
be
diff
eren
t con
ce
ntrated [
27
-
30
]
.
Ad
diti
on
al
ly
,
the
com
par
ison
un
der
sta
nd
ing
natur
e
of
sci
ence
between
two
gr
ou
ps
of
pr
e
-
serv
ic
e
te
achers
sh
ow
ed
that
they
hav
e
no
diff
eren
ces.
Even
tho
ug
h
gen
eral
sci
ence
edu
cat
ion
pr
e
-
serv
ic
e
te
achers
hav
e
m
ean
scal
e
sli
gh
tl
y
lower
than
s
ci
ence
pr
e
-
serv
ic
e
te
achers.
Also
,
var
ia
nce
analy
sis
between
gr
ou
p
of
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
9
-
72
5
724
resp
on
den
ts
and
com
po
nen
ts
of
NO
S,
there
is
no
interact
ion
between
gr
ou
p
and
com
po
nen
t.
Stat
ist
ic
al
te
st
is
no
t
fo
un
d
the
diff
eren
ces
in
each
com
po
nen
t
am
on
g
sci
entifi
c
wo
rldv
ie
w,
sci
ent
ific
inq
uiry,
and
sci
entifi
c
enterp
rises.
It
can
be
discuss
ed
that
two
pr
og
ram
s
of
stud
y
can
pr
om
ote
natur
e
of
sci
ence.
They
le
arn
by
diff
eren
t
pr
og
ram
,
bu
t
it
can
m
ake
them
to
m
eet
the
go
al
s
of
sci
ence
edu
cat
ion
.
Ho
wev
er,
the
rep
or
t
need
s
m
or
e
stud
y
in
th
e
te
acher
pr
of
essionalism
,
ped
ago
gical
pr
act
ic
es,
and
cl
assro
om
m
anag
em
ent.
The
relat
ion
sh
ip
between
natur
e
of
sci
ence
and
oth
er
exp
ect
at
ion
s
in
te
acher
pr
epar
at
ion
pr
og
ram
by
diff
eren
t
m
et
ho
ds
n
eed to
b
e im
plem
ented
[3
1
-
33
]
.
4.
CONCL
US
I
O
N
Pr
e
-
s
er
vice
te
achers
from
t
w
o
pro
gr
am
s
hav
e
unde
rsta
nd
i
ng
NOS
ra
ng
e
s
disag
ree
an
d
highly
agr
e
e
le
vels
in
dif
fe
ren
t
it
em
s.
T
he
re
are
not
di
ff
e
ren
ces
by
m
ean
scal
e
of
two
pr
ogram
s,
a
nd
no
i
nteracti
on
betwee
n
gro
up
and
com
pone
nt
s
of
N
OS
.
But
it
is
ver
y
su
r
pr
ise
in
the
la
st
it
e
m
gen
eral
sci
ence
educat
ion
rated
t
heir
unde
rstan
ding
of
NOS
by
dis
ag
ree
with
‘s
ci
e
ntist
s
w
ork
i
n
their
la
bo
ratory
,
eve
n
t
hough
so
ci
al
needs
are
not
influ
e
nce
t
o
sc
ie
ntist
s
’
,
but
s
ci
ence
pr
ogra
m
ag
ree
as
it
happe
n.
T
his
f
ind
in
g
nee
d
to
m
ake
stud
e
nts
m
or
e
unde
rstan
ding
an
d
m
ake
them
to
hav
e
le
ss
unde
rstan
ding
th
rou
gh
te
aching
m
et
h
od
s
or
appr
opriat
e
ins
tructi
onal
prac
ti
ces.
The
p
os
t
-
hoc
te
st
al
so
ind
ic
at
ed
t
hat
no
t
fou
nd
t
he
diff
e
re
nces
in
each
com
po
ne
nt
a
m
on
g
sci
entifi
c
world
view
,
sci
entifi
c
in
qu
i
ry,
a
nd
sc
ie
ntific
enter
pri
ses.
Howe
ve
r,
th
ree
com
po
ne
nts
of
NO
S
to
inc
orporate
to
te
ach
er
pr
e
pa
rati
on
pro
gr
am
fo
r
prepari
ng
te
ache
r
educat
ors
an
d
al
s
o
m
aking
c
ommun
it
y
of
sci
e
nc
e,
li
te
rate
person,
kn
ow
le
dge
-
base
d
s
ociet
y,
and
sci
e
nce
for
al
l
as
well
as
ph
il
oso
phy o
f sci
ence e
du
cat
i
on.
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i
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ent,
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n
ce
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ce
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m
ora
l
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soning
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ni
nth
gra
d
e
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e
nts
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d
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y
7E
le
a
rning
c
y
c
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and
socios
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en
ti
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c
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base
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l
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rning
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ci
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cul
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te
r
c
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c
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ac
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e
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e
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e
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ren
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atin
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ur
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ie
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a
c
omp
ari
so
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pr
e
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se
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ce
…
(
Veen
a
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ac
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725
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epa
r
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ng
the
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o
f
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on
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lop
el
emen
ta
r
y
pr
ese
rv
ice
te
a
che
rs’
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agogi
c
al
con
te
n
t
knowledge
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or
te
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chi
ng
na
t
ure
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n
ce,
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urnal
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e
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lt
ure
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ts
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ci
en
ce
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ng:
Hum
an/
non‐h
um
an
age
nc
y
an
d
int
entionalit
y
,
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ournal
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ptu
alizi
ng
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at
ure
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n
ce
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nc
e
edu
cat
ion,
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ie
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on
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ampouraki
s,
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n
eral
aspe
ct
s’
conc
e
ptua
liza
ti
on
as
a
pra
gm
at
ic
and
eff
ec
t
ive
m
ea
n
s
to
int
roduc
ing
student
s to
nat
ur
e
of
s
ci
en
ce,"
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urnal
of Re
searc
h
in
S
cienc
e
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chi
ng
,
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016.
[26]
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n,
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BIOGR
AP
H
I
ES
OF
A
UTH
ORS
Vee
na
Pra
cha
go
ol
is
an
assistan
t
profe
ss
or
of
cur
r
ic
ulum
and
instr
uct
ion
at
Facu
lty
of
Educ
a
ti
on
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Maha
sara
kham
Univer
sit
y
in
T
hai
l
and.
Her
r
ese
arc
h
fo
cuse
s
on
profe
ss
iona
l
d
ec
ision
m
aki
ng
,
peda
gogi
ca
l
de
ci
sion
m
aki
ng,
ea
rl
y
childhoo
d
educ
a
ti
on
,
a
nd
te
a
che
r
edu
ca
t
ion.
E
-
m
ai
l:
vee
na
.
p@m
su.a
c
.
th
Prasart
Nuangc
h
al
erm, Ed.
D.
is
a
n
associate
prof
e
ss
or
of
cur
ric
u
lu
m
and
instructio
n
at
F
ac
ul
t
y
of
Educ
a
ti
on,
Mah
asa
rak
ham
Univ
ersity
in
Thailand.
His
rese
arc
h
foc
uses
on
t
ea
c
her
ed
u
ca
t
ion,
inqui
r
y
-
base
d
l
e
arn
ing,
p
eda
gog
ic
a
l
content
kn
owledge
,
sc
ie
nc
e
te
a
chi
ng
,
and
profe
ss
iona
l
deve
lopment
.
E
-
m
ai
l:
pr
asa
rt
.
n@
m
su.a
c.
th
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