It is widely believed that understanding of the nature of science is an impor- tant objective in most science education curricula that are intended to promote scientific literacy. Lederman (1992) observed that the development of an adequate understanding of the nature of science or an understanding of science as a way of knowing continues to be advocated widely as a desired outcome of science teaching. It is also widely acknowledged that there is a need for critical understand- ing of the nature of technology and how it relates not only to science but also to society. According to Rubba and Harkness (1993) concern over issues attributed to technology such as acid rain and global warming have brought forward the necessity to integrate science–technology–society (STS) into the school curriculum. Others, such as Zoller et al. (1990), have argued that developing an adequate understanding of the nature of science and tech- nology and their interaction in society is fundamentally important at all levels in science education. In the context of Brunei Darussalam, the importance of science and tech- nology is immensely emphasised. Curricular content at all levels indicates explicitly that scientific and technological literacy is a necessary prerequisite for a citizenry of individuals functioning within their society. If we accept the importance of a sound understanding of the nature of science and technology, it becomes especially important to examine the con- ceptual position of science teachers with regard to how they view science and technology. Such teachers’ conceptual positions often influence what transpires in the classroom more than what is planned in the curriculum (Tairab, 1999). Purpose of the study This study is part of a large-scale project which is exploring various avenues that may affect student understanding of the nature of science and tech- nology in secondary schools in Brunei (Tairab, 1999; Tairab et al., 1999). One of these avenues is how science teachers themselves view the nature of science and technology. The theoretical position taken here was that Pre-service teachers’ views of science and technology 81 Pre-service teachers’ views of the nature of science and technology before and after a science teaching methods course Hassan H. Tairab University of Darussalam