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To learn any discipline, it is necessary for students to understanding its nature (McComas et al., 1998), including the impact of their epistemological beliefs and why they are learning what they learn (Peters-Burton, 2014). Empirical studies (Bell, 2008; Lederman, 1992) have shown that a better understanding of the nature of Science, Technology, Engineering, and Mathematics (NOSTEM) can function as a powerful means to develop various aspects of science students’ education, helping students to better understand scientific content and maintain a positive attitude toward science and scientific attitudes. It can also help to address the current issues in the scientific community, improve students’ achievements, and increase moral and ethical awareness (McComas et al., 1998).

Pre-Service Science Teachers’ Views of the Nature of STEM