A Case Study of Understanding of the Nature of Science by Elementary Teachers and Their Teaching Practices

Abstract

     The understanding of the nature of science of teachers can potentially influence their teaching practices, which can consequently shape student learning of science. Thus, the teachers should possess an adequate understanding of the nature of science and integrate it into teaching science. This case study aimed to explore the understanding of four Thai elementary science teachers of the nature of science and their teaching practices. The three aspects of the nature of science that were focused on were: acquisition of scientific knowledge, the nature of scientific knowledge, and relationship between science and society. Data collection methods involved a questionnaire, individual semi-structured interviews, classroom observation, and a collection of teaching materials. The data were analyzed using content analysis. The results indicated that all teachers had an inadequate understanding of the nature of science and that they usually conducted lectures and demonstrations that rarely reflected the nature of science. The study therefore suggested that there should be teacher professional development to support the teachers and provide them with an adequate understanding of the nature of science which they would then be able to integrate into their teaching of science.