Toward Understanding Science as a Whole

Abstract Nature of science (NOS) is a global conception the infrastructure and, therefore, forms foundation for teaching and learning science, especially preservice teachers who are expected to have proper understanding NOS thoughtfully emphasize within their instruction students. However, studies investigating UAE teachers’ views through macro-lens Reconceptualized Family Resemblance Approach Science (RFN) limited. This study, aims determine current state ( N = 130) instruction. Results obtained from RFN 70-item questionnaire demonstrate that were mostly informed about issues pertaining social-institutional aspects compared related cognitive-epistemic nature science. Although appeared hold perceptions on certain across scales subscales, they had mixed views, as well misconceptions other particular (i.e., role bias, gender, politics scientific knowledge, existence universal method, distinction between laws theories). Practical pedagogical implications an agenda further research discussed.