Revising teacher candidates' views of science and self: can accounts from the history of science help?

Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons. Based upon their understanding of the nature of science, teacher candidates plan and teach lessons and critique the experiences provided for students using their own conceptual framework of authentic science learning experiences. The study uses an instrumental case study approach in which a case is examined mainly to provide insight into an issue or for refinement of a theory; that is, does the use of the nature of science have utility for supporting teachers of science in their planning and teaching, and, in particular, for assisting them in teaching science authentically and developing a more positive perception of self as a teacher of science. Implications of this inquiry in informing the development and utility of nature of science understandings in teacher education methods courses are also considered.