Development of pre-service science teachers? views and concepts about nature of technology and effectiveness of dilemmas in teaching

The purposes of the study are to determining development of pre-service science teachers? views and concepts about nature of technology and effectiveness of dilemmas in teaching, however, to examine whether there are differences between pre-service science teachers with different cognitive styles (field dependent/independent) with respect to the views and concepts about nature of technology before and after instructional period.A mixed methods research was employed in this study with one group pretest-posttest experimental design. Mixed methods research is defined as a research which quantitative and qualitative techniques are mixed by researcher in a single study. Thus, both the quantitative and qualitative data was collected and analyzed separately and was combined in conclusion.The study was conducted as pilot and main study in two stages. Pilot study was conducted with the participation of 4th year pre-service science teachers (N=41) during the 2007 fall semester. The main study was conducted with the participation of 3rd year pre-service science teachers (N=41) during 2008 spring semester. Dilemmas prepared by the researcher were utilized during nine week instruction in both semesters. The dilemmas were composed of about 350 words and contained hypothetical scenarios with opposing views about the nature of technology. In order to determine pre-service science teachers? views and concepts about nature of technology before and after instructions different data gathering instruments were utilized: The Views on Technology Questionnaire (VOTQ), a Word Association Test (WAT), and an Interview and Assessment protocol. Also, pre-service middle school science teachers were interviewed related effectiveness of dilemmas to teach nature of technology. Pre-service science teachers? cognitive styles (field dependent/independent) were determined by using the Group Embedded Figures Test (GEFT).Findings suggest that pre-service science teachers? views and concepts about technology were generally at the novice level before interactions with the researcher, but their views and concepts have changed positively afterwards. It was also found that there was no difference between pre-service science teachers with different cognitive style (field dependent/independent) with respect to the views and concepts that they held before and after the instructional period measured by a pool as selected VOSTS (Views on Science-Technology-Society) items. However, pre-service science teachers? views about effectiveness of dilemmas to teach nature of technology showed that there were many advantages. Consequently, these findings show that dilemmas are effective for teaching the nature of technology, therefore, development of pre-service science teachers? views is compatible with current views and there is a significant difference statistically (? = .05) in development of their concepts. Also, in the light of these findings suggestions for further studies are given.Key Words: Nature of Technology, Technology Education, Science Education, Pre-Service Science Teachers, Dilemma.