This study aims to explore the views of pre-service chemistry teachers on the nature of science and technology. Pre-service chemistry teachers’ view of nature of science and technology (VNOST) is very important to help their students later in understanding the concepts of science. This research is the initial stage in didactical design research involving 48 pre-service chemistry teachers from Sriwijaya University. The descriptive method is used to explain the results of the analysis of pre-service chemistry teachers’ VNOST. Student views were assessed using the VNOST questionnaire, consisting of 8 questions and guided by the discourse of ionic liquid technology. Data collection uses a survey containing the views of pre-service chemistry teachers on VNOST and where each statement grouped according to three categories, namely "Realistic" (R), "Has Merit" (HM), and Naïve (N). The results showed that in general, students have the view of Has Merit (HM), or the belief that they chose is not entirely correct even though there are parts of statements that are still by the general view of science. The results of this student VNOST exploration are the basis for developing learning designs that are oriented to the realist answers of each question so that learning designs are produced based on aspects of the Nature of Science and Technology.
The purpose of this study was to determine the difficulties faced by pre-service chemistry teachers in correlating the structures with the physicochemical properties of ionic liquids. The descriptive research method used quantitative and qualitative approaches The participants in this study were 23 pre-service chemistry teachers from one of the universities in Indonesia. Data collected using an instrument in the form of a description test guided by the discourse on ionic liquid technology. In general, the results of the study indicate that more than half of the students have difficulties in applying chemical concepts related to the context of the relationship of structures with the physicochemical properties of ionic liquids. The result also reveals that the most dominant difficulty experienced by pre-service chemistry teachers is difficult to determine the right chemical concepts to explain the tendency of melting point differences of molten salt and ionic liquids. The results findings will be used as the basis for developing didactic designs that are oriented to resolve learning obstacles by pre-service chemistry teachers in understanding the relationship of structures with physicochemical properties of ionic liquids
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