The Promotion of Science Teachers’ Understanding about Nature of Scientific Knowledge through Explicit-reflective Workshop

By Jittanun Doungpaen and Khajornsak Buaraphan.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Science teachers worldwide are mandated to teach about nature of science (NOS). To effectively do that, they need an adequate understanding of NOS. This study aims to explore in-service science teachers’ conceptions of nature of scientific knowledge (NOSK) and the effect of an explicit-reflective approach in promoting their understanding about NOSK. Thirty science teachers (8 male, 22 female) were asked to respond to the Myths of Science Questionnaire (MOSQ) before and after an explicit-reflective NOS workshop. The findings revealed that science teachers possessed several uninformed conceptions of NOSK. Although science teachers’ conceptions of NOSK were stable and resistant to change, the explicit-reflective NOS workshop, to some extent, promoted their informed conceptions of NOSK. Therefore, the explicit-reflective NOS workshop should be employed to help science teachers develop more informed conceptions of NOSK.

Keywords: Nature of Science, Science Teacher, Explicit-reflective Approach, Professional Development, Educational Reform

The International Journal of Learning, Volume 18, Issue 10, pp.203-216. Article: Print (Spiral Bound). Article: Electronic (PDF File; 813.008KB).

Jittanun Doungpaen

Ph.D. student, Institute for Innovative Learning, Mahidol University, Nakhon Pathom, Thailand

Jittanun Doungpaen is a PhD student in the Science and Technology Education program at the Institute for Innovative Learning, Mahidol University, Thailand. She is interested in pedagogical content knowledge and nature of science.

Assoc. Prof. Khajornsak Buaraphan

Assistant Professor, Institute for Innovative Learning, Mahidol University, Salaya, Nakhon Pathom, Thailand

Dr. Khajornsak Buaraphan graduated with a PhD in Science Education from Kasetsart University, Bangkok, Thailand, in 2006. Dr. Khajornsak Buaraphan is now working as the lecturer at the Institute for Innovative Learning, Mahidol University, Thailand, teaching subjects such as General Science Education, and Teaching and Learning in Science courses. Dr. Khajornsak Buaraphan is interested in nature of science (NOS), pedagogical content knowledge (PCK), and science teaching and learning.


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