The aim of education programs in the recent years is to develop the understandings of prospective science teachers (PSTs) who may have some inadequate and naive views on comprehension and dimensions of nature of science (NOS). There have been a number of attempt to teach NOS as explicit and implicit. However, limited number of studies have been carried out in order to find out the effect of teaching based on implicit argumentation over PSTs understanding of NOS. This research gap motivated the present study. Action research was benefitted in the research. VNOS-C consisting of open-ended questions was used as data collection tool. Additionally interviews were carried out with PSTs (n=16). Content analysis with qualitative and interpretive approach was carried out for the qualitative data. Findings of the study indicated that teaching via implicit argumentation has a positive effect on PSTs’ understandings about NOS even though teaching the NOS elements was not the main purpose of the intervention.

The purpose of this study is to examine their views and suggestions about conducted lecture as work division alternately to be more productive the “Science Technology and Laboratory Practice II” lecture of primary school teacher candidates. This study was used the action research. Students has been divided into groups consisting of three or four students. The distribution of task related to the topic to group members has been done. These tasks was done by each of the group members. Participants of the study have been selected according to convenience sampling (available sampling). The participants of the study comprise the researcher’s own course students. The study was conducted with 65 students studying primary school teacher candidates 2nd class. It was taken as written form students opinions and suggestions about the application form prepared researcher by at the end of the application. Most of the students expressed the course has contributed to the development of self-confidence in basic science lecture topics. Besides most of the students expressed is extant that they learned knowledge.

An advance organizer is a teaching and learning tool that is presented prior to the subject to be learned, and that helps learners to organize and interpret new incoming information. The advance organizers are divided into two according to their purpose of preparation, comparative and expository. At the same time, they can be prepared in different forms such as verbal, pictorial and auditory. In this study, a concept map used as a comparative advance organizer concerning chemical change unit was prepared firstly. Then this advance organizer has been implemented in a 9th class. The sample of the study consisted of 26 students, 16 girls, and 10 boys, who attend school a state school in Balikesir. After the application, the opinions of the students concerning the concept map were taken. It was concluded that the students had positive views about concept map that was used as a comparative advance organizer. At the end of the study, some recommendations for incorporating advance organizers in chemistry classes were presented.