Fostering Preservice Teachers' "Nature of Science" Understandings in a Physics Course

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In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process allowed participants to examine their NOS understandings, which thereby fostered changes in their understanding.