This paper studies four key aspects of the instrument "Views of Nature of Science" (VNOS); a) its general characteristics, b) the particular characteristics of the forms VNOS-A, VNOS-B, VNOS-C, VNOS-D; VNOS-D+ and VNOS-E, c) the modifications of its open-ended questions, and finally, d) the scope and limitations of the VNOS forms from the new conceptualizations of the Nature of Science (NOS) construct. The methodology is based on documentary research. The criteria of validity and reliability of Scott (1990) are followed. The open-ended questions of VNOS are analysed from four identified inductive categories: extension, reduction, substitution and fragmentation. The main contributions of the article are: 1. Delve into the characterization of VNOS, and its forms, allowing future NOS researchers to interpret the data obtained from the VNOS forms. Thus, each VNOS form identifies open-ended questions focused on various aspects of NOS (direct questions) and open questions focused on a specific context. The VNOS-C form presents more open-ended questions in a specific context and may be of greater interest for research in some populations. Explicit and implicit questions are also identified. The VNOS-D + form has more open-ended questions. Researchers are probably able to find units of analysis to characterize NOS views more easily in the VNOS-D+ form. 2. Relate the open-ended questions and NOS aspects characterize in each VNOS form.3. Group open-ended questions by characterized NOS aspects, which is of interest for research focused on a particular NOS aspect. 4. Finally, the possibility of characterizing views on "scientific methods" is highlighted, especially when VNOS is used in conjunction with monitoring interviews, as well as with the "Views About Scientific Inquiry" (VASI) instrument. Similarly, it relates to the potential of VNOS forms to characterize some aspects coming from other NOS conceptualizations, especially from "features of science" (FOS) raised by Mathews (2012). All of the above, contributes conceptually and methodologically, to the identification of NOS views of primary and secondary students and their teachers. This is necessary to carry out diagnoses of NOS views in different communities, to propose evaluations of the impact of different teaching strategies and to relate NOS with other constructs, which together allow for the development of skills for informed socioscientific decision-making in the population in general.
Objetivo: Identificar las concepciones NOS de 44 profesores de preescolar en servicio. Método: La investigación es un estudio de caso descriptivo. Se diseñó y validó un instrumento Likert para identificar las concepciones NOS de los profesores objeto de estudio. Resultados: Las participantes manifiestan concepciones adecuadas en las categorías modelos, teorías y leyes, dinámica del conocimiento científico y metodologías científicas, creatividad e idealización, inferencias, naturaleza empírica y carga teórica. En contraste con la categoría influencia de la sociedad y cultura en la ciencia, donde predominan concepciones contemporáneas. Discusión y Conclusiones: Los resultados se discuten en términos de la literatura relevante y se destacan aspectos NOS como los modelos, la idealización y la relación entre experimentos, instrumentos y teorías. Además, en la formación del profesorado de preescolar se propone fomentar reflexiones explícitas relacionadas con: 1) tentatividad, 2) naturaleza empírica y, 3) el papel de las observaciones e inferencias en el desarrollo del conocimiento científico. Esta recomendación se fundamenta en los resultados de esta investigación y en la importancia de estos aspectos NOS en el desarrollo de pensamiento científico en la edad preescolar.
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