The Misconceptions of Pre-Service Teachers Regarding the Spelling of Terms Identified with the Names of Scientists

The rapid progress of science has caused the scope and purpose of science education to be updated. One of the aims of science education is to ensure that teachers and students understand the nature of science. In this context, the awareness and opinions of teachers about scientific literacy and the nature of science affect the opinions of their students. This study was carried out to elucidate the reasons for the misconceptions of science and biology pre-service teachers regarding the spelling of terms associated with the names of the scientists and promote their awareness regarding these terms and the nature of science. The study was carried out with 152 pre– service teachers studying in Gazi University in 2016 – 2017 academic year. The study was based upon a qualitative research model and the data were collected using a study text, conception change text and semi-structured interview form. It has been determined that pre-service teachers’ awareness of scientific terms that are identified with the names of scientists in the field of biology and the correct spelling rates of terms increase with increased awareness. It was also observed that the misconceptions for the written forms of these terms stem from five different reasons