The development of in-service science teachers' understandings of and orientations to teaching the nature of science within a PCK-based NOS course

• Published in: Research in science education (Australasian Science Education Research Association) 2013-04, Vol.43 (2), p.847-869
• Main Author: Faikhamta, Chatree
• Format: Article
• Language: English
• Subjects: Comprehension; Direct Instruction; Education; Educational Objectives; Graduate study; Inservice Teacher Education; Knowledge base for teaching; Masters programs; Modeling (Psychology); Nature of science; Pedagogical Content Knowledge; Postsecondary education; Reflection; Science Education; Science Instruction; Science Teachers; Science teaching; Scientific concepts; Scientific Principles; Teacher education
• ISSN: 0157-244X; 1573-1898
• DOI: 10.1007/s11165-012-9283-4

The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualisation of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service Thai science teachers' understanding and learning of NOS, and their orientations towards teaching it. Participants in this study were 25 Master of Education in Science Education students enrolled in the Nature of Science Course in the first semester of 2010 (June to September). The Nature of Science Course (NOSC) is an elective course of the Master of Education in Science Education program at a university in Bangkok, Thailand. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers' weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants' understandings of NOS, were analysed and categorised as either informed, partially informed, and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in- service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers' understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks. [Author abstract, ed]