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JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 39, NO. 6, PP. 497–521 (2002) Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science 1 2 3 ´ 4 Norm G. Lederman, Fouad Abd-El-Khalick, Randy L. Bell, Renee S. Schwartz 1Department of Mathematics and Science Education, Illinois Institute of Technology, 226 Engineering 1, 10 West 32nd Street, Chicago, Illinois 60616 2College of Education, University of Illinois at Urbana-Champaign, 311 Education Building, 1310 South Sixth Street, Champaign, Illinois 61820 3Curry School of Education, Ruffner Hall, University of Virginia, 405 Emmet Street, Charlottesville, Virginia 22903-2495 4Department of Science and Mathematics Education, Oregon State University, 239 Weniger Hall, Corvallis, Oregon 97331 Received 8 April 2001; Accepted 10 September 2001 Abstract: Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views. However, the crucial component of assessing learners’ NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaning- ful assessments of learners’ NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present e