The Nature of Science: Teachers’ Views and Pedagogies

Abstract

The purpose of this study is to explore how science teachers understand and teach the Nature of Science (NOS), which is an aspect of scientific literacy that can help address science denial in society. Qualitative data were collected from single interviews with twelve participants and single classroom observations with three of those participants. Participants spanning all grades were chosen from science teachers in the same school board who demonstrated their science understanding through a screening survey. Data showed that science teachers have a range of understanding of NOS, although they shared some general beliefs around concepts such as logic, evidence, and testability. Participant understanding diverged into science focused solely on understanding and explaining causes of scientific phenomena, perception of interrelations between science knowledge and society, and activism around socioscientific problems. Science teacher understanding of NOS had consequences on what they taught as science and pedagogies they employed to teach it. Findings of this research have long term implications for fighting science denial with education, a fight which has become critical for humanity’s surviving threats such as pandemics and climate change. Findings have immediate implications for curriculum and teacher education, recognizing that NOS needs to be made explicit in resources and expectations. Supports to overcome challenges teaching NOS are also described in this study.