提高学生的“科学素养”是20世纪90年代以后许多国家的教育家在课程改革中的共同声音。它也成为我国新一轮理科课程改革的基本目标。在理科课程分科设课的国家、地区或学校，提高学生“科学素养”的目标是由各分科课程生物学、物理学和化学来共同完成的。中学生物学课程要担负着培养学生科学素养的一个方面的重要任务：培养所有学生的科学素养。理解科学本质是生物科学素养的一个重要组成部分。生物专业师范生对科学本质的理解将影响他们的教学行为，同时也将影响他们向学生所传递的科学本质。为此，对职前生物教师的科学本质观的调查研究具有一定的理论和实践价值。当代理科教育界公认科学本质有八个方面：科学的相对性、科学的实践性、科学的主客观性、科学的创造性、科学受社会与文化的影响和渗透、科学观察与推理的区别、科学研究方法的多样性、科学理论与定律的区别。为了解职前生物教师的科学本质观现状，作者采用VANSK量表对130位北京师范大学生物专业的公费师范生和两个年级的全日制教育硕士进行了问卷调查。该量表的理论模型包括科学本质的八个方面特征，量表具有良好的稳定性和可靠性。本研究采用SPSS软件对调查结果进行分析处理，结合10位研究生的个人访谈，得出结论:1.总体上来说，职前生物教师的科学本质观不容乐观。除了“科学的实践性”和“科学受社会文化的影响和渗透”以外，其他方面的认识都有待进一步提高，尤其是认识较差的“科学的主客观性”、“科学理论与定律的区别”和“科学研究方法的多样性”方面更加需要进一步加强。2. 对科学知识相对性的认识存在学历差异：硕士生对科学知识相对性的认识明显比本科生要好。3. 对科学本质创造性的认识存在年级差异：大二年级对科学本质创造性的认识明显好于其他三个年级。4. 对观察与推理区别的认识存在性别和年级差异：女生对观察与推理区别的认识情况要显著好于男生，大一年级的学生的认识情况要显著好于其他三个年级。

After the 1990s, to improve the student's "scientific literacy" is the common voice of the curriculum reform by educators from many countries. It has also become China's new round of the basic objectives of science curriculum reform. In the countries, regions or schools whose science curriculum is divided into various disciplines, the goal is jointly completed by the curriculum of biology, physics and chemistry. Secondary school biology curriculum shoulder an important task: to cultivate scientific literacy for all students.The understanding the nature of science is an important component of literacy. Understanding of the nature of science by biological normal Students will affect their teaching behavior, but also will affect the nature of science that they pass to their students. To this end, the research of the nature of science of the pre-service teachers has theoretical and practical value.The science educators acknowledge that the reformed NOS have eight characteristics，which are: (a) tentative nature; (b) the empirical nature; (c) subjective and objective nature; (d) creative and imaginative nature; (e) socially and culturally embedded ness; (f) distinction between observation and inference; (g) diversity of scientific methods; (h) distinction between theories and laws.The study investigate 130 undergraduate students by VANSK instrument in order to know if the Pre-service science teachers have adequate and correct understanding of NOS. The VANSK instrument is designed based on the eight characteristics of NOS，it has good reliability and validity. The study reached some conclusions as follows through analyzing the survey data with SPSS11.0 statistical software and interviewing some students:1. Overall, the view the nature of science of the pre-service teachers is not optimistic. In addition to "practical science" and "Science is affected by the social and cultural impact and penetration", other aspects of understanding are to be further improved, especially the poor understanding of "the subjectivity and objectivity of Science" ,"the difference between scientific theories and laws "and" the diversity of scientific method "has become more need to be further strengthened. 2. Educational differences exist on the understanding of the tentative nature: the awareness of the master about the relativity of scientific knowledge was better than the undergraduates. 3. Grade differences exist on the understanding of the nature of science in creative: sophomore‘s understanding of the nature of science is better than the other three grades. 4. Gender and grade differences exist on the distinction between observation and inference knowledge: the understanding on the difference between observation and inference knowledge by the girls to be significantly better than boys, the understanding of the situation by the freshmen students to be significantly better than the other three grades.