• Rakesh Kumar
• Himani Sharma
• Karishma Sharma

Nature of Science tells us about the tentative and revisionary processes and knowledge in the scientific domains. The science classrooms on the contrary keep on proliferating the fixed notions of science in fixed design-based teaching-learning environments. One of the greatest challenges by the teachers observed is related with their own believes in the fixed ideas in science. This has a direct bearing on the way science classrooms are conducted and managed. It is even difficult to imagine the framework that can be specifically used in science learning contexts. One such framework was developed as learning strands and was designed for the informal environments. In the current study the teachers have planned their classroom processes in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Withheld Own Ideas and Conclusions Effectively” in terms of Qualification Level of the Teacher, Teacher’s Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Withheld Own Ideas and Conclusions Effectively” in terms of Qualification Level of the Teacher and Teacher’s Area of Expertise. Whereas a difference in pre-service teachers’ response to “Withheld Own Ideas and Conclusions Effectively” in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Withheld Own Ideas and Conclusions Effectively and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are withholding own ideas and conclusions effectively for science learners more than their counterparts at higher levels of schooling in the selected schools.

learning strands, Science classrooms, Pre-service Teacher Education, Qualification Level of the Teacher, Teacher’s Area of Expertise, Class Taught by the Teacher, Withholding own ideas and conclusions

"Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.4, Issue 3, page no.506-524, March-2017, Available :http://www.jetir.org/papers/JETIR1703094.pdf

"Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.4, Issue 3, page no. pp506-524, March-2017, Available at : http://www.jetir.org/papers/JETIR1703094.pdf