Baseline Views of Preservice Physics Teachers on Inquiry-Based Approaches and Their Connection with Nature of Science Conceptions

Abstract

Despite broad consensus on the benefits of inquiry-based science education (IBSE), its implementation remains limited in secondary physics classrooms, partly due to naïve conceptions of the Nature of Science (NoS). This quantitative study characterizes preservice physics teachers’ (N = 26) initial NoS conceptions and views on IBSE at program entry and examines how specific epistemological beliefs relate to perceived implementation barriers in a small, single-institution sample. Using the PTIP and SUSSI instruments in a cross-sectional design, we applied nonparametric analyses with multiple-testing corrections. Participants showed relatively sophisticated conceptions of the tentativeness of scientific theories but naïve misconceptions about the distinction between scientific laws and theories. They strongly endorsed dialogic components of IBSE (discussion, argumentation) yet perceived severe external barriers (time, resources, assessment) and expressed only cautious support for student-designed investigations. Three correlations survived false discovery rate correction: understanding methodological pluralism (rejecting a single universal “scientific method”) was positively associated with both endorsement of inquiry practices and fewer perceived internal barriers, while endorsement of inquiry practices also correlated with lower internal difficulties. Other NoS dimensions showed no robust associations with views on IBSE. These findings suggest that fostering methodological pluralism as “epistemic security,” alongside realistic strategies for inquiry under constraints, should be a priority in teacher education, although the results should be interpreted as exploratory and not statistically generalizable beyond similar contexts without replication.