Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science

This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an elementary science methods course. A purposively selected focus group of six participants who...