The Development of Students' Nature of Science Views in Cellular Respiration Context

The study aimed to investigate the development of students' views of nature of science (NOS) in cellular respiration context, including scientific knowledge is tentative, scientists are creative, scientific knowledge is based on empirical evidence, science is a complex social activity, and science has global implications. Grade X students (n=15) registered in English Program (EP) of a high school in Phitsanulok Thailand were taught about the NOS in cellular respiration context through the implementation of conceptual change approach. The intervention had been conducted in three repetitive cycles of action research, along with the utilization of a series of instruments: the Nature of Science Questionnaire (NOSQ) and Cellular Respiration Questionnaire (CRQ), nine 55-minute lessons, semistructured observations, and semi-structured interviews. The result of content analysis and triangulation showed that the implementation of conceptual change approach in this study had been effective in enhancing students views of targeted NOS aspects, in which the highest improvement regarding scientific knowledge is tentative and scientist are creative. Integration of Nature of Science aspects in cellular respiration context can be used to enhance students understanding on tentativeness nature of science and the role of creativity in the development of scientific knowledge.