In-Service Teachers’ Perceptions of the Nature of Science in Instructional Contexts
Siriporn Juntapan
Kaeng Khro Wittaya School, Secondary Educational Service Area Office Chaiyaphum, Thailand.
Prasart Nuangchalerm *
Faculty of Education, Mahasarakham University, Thailand.
*Author to whom correspondence should be addressed.
Abstract
The nature of science is important for science classroom. Science teachers should understand about nature of science and tend to be incorporate it into lesson and learning activities. This study investigates in-service science teachers’ perceptions of the nature of science. The survey method was employed for exploring science teachers from one school in Chaiyaphum province, Thailand. Data were collected through questionnaires from 44 in-service science teachers. Quantitative findings revealed that they have a moderately positive and informed understanding of scientific concepts and practices. Science deals with technology and society as well as holistic approaches. NOS instruction should be sustained professional development, and supportive teaching environments are essential to help teachers integrate NOS more authentically into science classrooms.
Keywords: Nature of science, in-service teachers, science education, instructional practice, teacher beliefs