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Exploring Science Teachers' Translation of Nature of Science (NOS) Knowledge to Pedagogical Content Knowledge (NOS PCK)

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Title: Exploring Science Teachers' Translation of Nature of Science (NOS) Knowledge to Pedagogical Content Knowledge (NOS PCK)
Language: English
Authors: Jasmine Jain, Mok Shu Jin, Lee Yee Ling
Source: Malaysian Journal of Learning and Instruction. 2025 22(1):200-215.
Availability: Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Scientific Principles, Pedagogical Content Knowledge, Science Teachers, Science Instruction, Teacher Attitudes, Lesson Plans, Check Lists, Barriers, Theory Practice Relationship, Scientific Literacy, Foreign Countries
Geographic Terms: Malaysia
ISSN: 1675-8110
2180-2483
Abstract: Purpose -- This study is part of a comprehensive investigation conducted in Malaysia, examining science teachers' understanding of the Nature of Science (NOS) and their ability to translate this knowledge into Pedagogical Content Knowledge (PCK) for NOS. This paper specifically examines how teachers apply their NOS knowledge to develop NOS PCK in classroom settings. Methodology -- A qualitative approach was employed, involving observations of both practical and nonpractical lessons, as well as semi-structured interviews with five in-service science teachers from a school in Petaling Perdana, Selangor. The teachers were chosen based on their experience in teaching science and their understanding of NOS. Lesson observations were guided by a structured checklist, while thematic analysis was used to interpret interview data, providing insights into the rationale behind their teaching methods related to NOS PCK. Findings -- The study found that Malaysian in-service science teachers face significant challenges in translating their understanding of NOS into effective teaching practices. There is a noticeable gap between teachers' conceptual knowledge of NOS and their PCK implementation. Teachers frequently missed opportunities to integrate key NOS concepts into their lessons and often portrayed scientific methods as fixed procedures while presenting science as static knowledge. These practices reflect a limited understanding of NOS principles. Significance -- The findings underscore the urgent need for ongoing professional development to improve teachers' NOS knowledge and their ability to integrate it into their teaching. The science curriculum should include clear guidelines to support the incorporation of NOS concepts, ultimately fostering improved scientific literacy among students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462526
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Science Teachers' Translation of Nature of Science (NOS) Knowledge to Pedagogical Content Knowledge (NOS PCK)
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  Data: <searchLink fieldCode="AR" term="%22Jasmine+Jain%22">Jasmine Jain</searchLink><br /><searchLink fieldCode="AR" term="%22Mok+Shu+Jin%22">Mok Shu Jin</searchLink><br /><searchLink fieldCode="AR" term="%22Lee+Yee+Ling%22">Lee Yee Ling</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Malaysian+Journal+of+Learning+and+Instruction%22"><i>Malaysian Journal of Learning and Instruction</i></searchLink>. 2025 22(1):200-215.
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  Data: Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
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  Data: 1675-8110<br />2180-2483
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose -- This study is part of a comprehensive investigation conducted in Malaysia, examining science teachers' understanding of the Nature of Science (NOS) and their ability to translate this knowledge into Pedagogical Content Knowledge (PCK) for NOS. This paper specifically examines how teachers apply their NOS knowledge to develop NOS PCK in classroom settings. Methodology -- A qualitative approach was employed, involving observations of both practical and nonpractical lessons, as well as semi-structured interviews with five in-service science teachers from a school in Petaling Perdana, Selangor. The teachers were chosen based on their experience in teaching science and their understanding of NOS. Lesson observations were guided by a structured checklist, while thematic analysis was used to interpret interview data, providing insights into the rationale behind their teaching methods related to NOS PCK. Findings -- The study found that Malaysian in-service science teachers face significant challenges in translating their understanding of NOS into effective teaching practices. There is a noticeable gap between teachers' conceptual knowledge of NOS and their PCK implementation. Teachers frequently missed opportunities to integrate key NOS concepts into their lessons and often portrayed scientific methods as fixed procedures while presenting science as static knowledge. These practices reflect a limited understanding of NOS principles. Significance -- The findings underscore the urgent need for ongoing professional development to improve teachers' NOS knowledge and their ability to integrate it into their teaching. The science curriculum should include clear guidelines to support the incorporation of NOS concepts, ultimately fostering improved scientific literacy among students.
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  Data: 2025
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 200
    Subjects:
      – SubjectFull: Scientific Principles
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Malaysia
        Type: general
    Titles:
      – TitleFull: Exploring Science Teachers' Translation of Nature of Science (NOS) Knowledge to Pedagogical Content Knowledge (NOS PCK)
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            NameFull: Jasmine Jain
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            NameFull: Mok Shu Jin
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            NameFull: Lee Yee Ling
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              M: 01
              Type: published
              Y: 2025
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              Value: 2180-2483
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            – TitleFull: Malaysian Journal of Learning and Instruction
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