Learning About Nature of Science (NOS): A Two-Year Study of Teachers' Understandings of NOS

• In Event: AERA Roundtable Session 7
  In Roundtable Session: How Teachers Learn to Enact Equitable and Socially Just STEM Instruction

Abstract

This research study examined middle school science and mathematics teachers’ (N=19) understanding of the nature of science (NOS) as they engaged in a two-year online master’s program. This study utilized two NOS instruments to collect data on the teachers’ NOS conceptions. Findings show the teachers’ views of NOS significantly changed after one year of explicit and reflective NOS instruction, but not during the second year of the program. By understanding the NOS understanding of practicing middle school science and math teachers, researchers and teacher educators may gain insight into how to foster, develop, and sustain NOS understanding in preservice and practicing teachers.

Author

• Sissy S. Wong, University of Houston