Abstract This study aimed to explore the influencing factors of pre-service chemistry teachers integrating nature of science instruction into regular chemistry teaching. Multiple qualitative data sources included participants' lesson plans, classroom video, reflection papers, group discussion recording and focus group interview. The inductive and constant comparative method used to analyze data. Results showed that factors that hindered pre-service chemistry teachers from teaching the nature of science included the teacher's knowledge structure, prior learning experience and limited teaching materials; personal motivation and expectations, team support, ongoing participation and reflection played a positive role in promoting.
LUO Xiao-Feng, LIU Rui, GAN Gong-Lu. Influencing Factors of Pre-Service Chemistry Teachers' Nature of Science Instruction[J]. Chinese Journal of Chemical Education, 2020, 41(10): 61-66.
