Erdas Kartal E.Cobern W.W.Dogan N.Irez S.Cakmakci G.Yalaki Y.2023-04-122023-04-122018-12-01https://hdl.handle.net/20.500.12597/5220Background: This study describes how teachers’ nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers’ NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.trueNature of science | Professional development | Science education | Teacher educationArticle10.1186/s40594-018-0125-42-s2.0-85051796168