The purpose of this study was to explore grade eight students’ views in terms of different scientific reasoning progress levels. To explore students’ views, phenomenographic study was used. The qualitative analysis of students’ interviews elicited three major themes of students’ views about scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed, universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based teaching in combination with the contextualized approach of nature of science in school science curriculum and classroom instruction to promote students’ scientific views on the nature of science and higher scientific reasoning abilities.