Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

Abstract

This study explored science teachers’ views of the nature of science (NOS) and the implications on their pedagogical content knowledge (PCK). The study follows a qualitative approach and uses a single case study design that followed 11 science teachers. The study uses PCK for science teaching as a framework, where the participants were requested to complete the views of NOS questionnaire (VNOS-D+) and each was observed two times in their science classrooms. Furthermore, the study highlights the importance of teachers’ PCK in teaching science. The study found that the majority of the participants reflected informed views of NOS. Although the majority of the teachers had a good understanding of the goals and objectives of science education and their solid content knowledge. They had poor knowledge of learners’ understanding of science, choice of instructional strategies, and choice of assessment techniques for scientific literacy.