Notice of RetractionPreservice Teachers´ Perception about Nature of Science

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

Teacher student is an important role improving their own perception what science should be anticipated in classroom. Also, science learning in the current studies tries to have relied understanding in the nature of science. This research aimed to study teacher student´s perception in the nature of science. One hundred and one of junior teacher students were studied by interviewing and questionnaire. Data were collected, categorized, and analyzed in terms of students´ perceived about nature of science. Results can be presented in three manifests. First, teacher students perceived their own nature of science in term of knowledge construction. It can be raised into five criteria: science as a subject that studied natural phenomena, science as a body of knowledge, science as inquiry process, science as a thinking process, and science as a description of moral and ethics. Second, teacher students perceived their nature of science in term of process of knowledge construction. They expressed their opinions that no observation and experiment, no science. Finally, teacher students perceived their nature of science in terms of scientific enterprise. They expressed their opinions by means of relationship between science, technology, and society (STS). Science is a part of society, its role is important for social development and self-actualization. Some of them referred to science in negative point of view.