Learning to Teach Nature of Science: A Focus on Working with Students’ Ideas

Abstract

Incorporating the epistemic aspect of science has been a key feature of science curriculum reform in the last two decades. However preparing teachers to teach nature of science (NOS) has remained a great challenge. This paper examines how a two-year video-based teacher professional development (TPD) programme helped teachers focus on working with students’ ideas in teaching NOS. Through a mixed-method case study of the learning experiences of three teachers, supportive features of the programme were identified. These included: (1) provision of educative curriculum materials, (2) reviewing and reflecting on the teachers’ own lesson videos in a thematic approach, and (3) facilitating teachers’ reflection on the videos by provision of a theoretical tool. All these features were designed in such a manner that focused teachers’ attention on how students’ ideas can be used effectively develop NOS lessons. It is argued that if TPD developers provide programmes incorporating these three elements, then the reform vision of improving students’ understanding of the epistemic aspect of science will be realised.