It is also clear that very few students were making an explicit connection
between the use of particular teaching strategies and either the implicit messages
conveyed about NOS through the use of particular strategies or the explicit use of a
strategy to teach aspects of NOS. Thus it appears that many of the students are
seeking to use pedagogies that are supportive of teaching about NOS but these tend
to be argued for on the basis of improving learning of science, where the examples
that are given almost always refer to the traditional subject content of biology,
physics and chemistry. Specific linking of pedagogy and NOS was lacking in all
the written assignments and all responses to interview questions in the structured
interviews, unless students were specifically prompted to talk about this issue.