Science teachers’ pedagogical content knowledge for teaching the nature of science

Abstract

     Pedagogical content knowledge for teaching the nature of science (PCK for NOS) is useful knowledge to help science teachers effectively transform NOS into classroom practice. This study examined PCK for NOS with 46 science teachers who had graduated from the faculty of education in science teaching program. A survey mixed with in-depth case studies was employed as a research method. A PCK for NOS questionnaire, field notes, semi-structured interviews and teachers’ artifacts were collected. Data were analyzed and categorized using content analysis and the inductive process. The findings indicated that the majority of teachers’ PCK for NOS was only at the subject-specific level. They held inadequate views of various aspects of NOS, especially with regard to the scientific worldview. The case studies also pointed out that had limited PCK for NOS in each component. Even though they held various orientations to teach NOS, their planning and teaching did not align well. Teachers used science textbooks for teaching NOS. However, there were no NOS aspects emerging in either the lesson plan or teaching practice. Teachers did not elicit their students’ understanding of NOS. They rarely reflected or used formative and summative assessment. These findings suggested that lecturers in teacher preparation institutions, curriculum developers, and teacher supervisors can develop the teacher profession by using PCK for NOS as a conceptual framework to promote NOS teaching with in-service science teachers, beginning teachers, and pre-service teachers.