Student‐teachers’ conceptions of science, teaching and learning: a case study in preservice science education

The conceptions of the nature of science, teaching and learning were identified through a questionnaire at the beginning of the training programme for secondary school level student‐teachers. Responses were further analysed and categorized. Five distinct conceptions were identified for the nature of science, two for teaching, and three conceptions for learning. It was surprising to find such a large variation of views about science at this stage...