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Quantitative data from 83 teachers were collected using an adapted questionnaire before and after the course. Qualitative evidence from eight observed teachers explored NOS portrayal during field experience teaching. Post-course NOS scores increased significantly, yet instructional practices showed limited NOS portrayal, questioning transferability into classrooms and informing teacher-preparation programmes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nature-of-science-examining-science-teachers-knowledge-and-their-instructional-practices/594119/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nature-of-science-examining-science-teachers-knowledge-and-their-instructional-practices/594119.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main focus regarding teachers’ Nature of Science (NOS)?","Question",{"text":112,"@type":113},"The study examined secondary science teachers’ NOS conceptions and whether concepts emphasized in a postgraduate teacher-education course appeared in their classroom practices after course completion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected to assess changes in teachers’ NOS knowledge?",{"text":117,"@type":113},"An adapted questionnaire collected quantitative data from 83 secondary science teachers before and after completing the NOS-inclusive course.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about NOS knowledge versus classroom implementation?",{"text":121,"@type":113},"Although teachers’ post-course NOS scores were statistically higher, low levels of NOS portrayal were observed in their instructional practices, indicating limited transfer of NOS knowledge into teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594119,1792626697,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Nature of Science: Examining Science Teachers’ Knowledge and Their  \nInstructional Practices  \nSharon Bramwell-Lalor  \nThe University of the West Indies,  \nKingston, Jamaica  \nAbstract: This case study focused on a university teacher-education  \ncourse that included NOS content. An adapted questionnaire was  \nused to collect quantitative data on 83 secondary science teachers’views about three NOS themes before and after completing the course.  \nQualitative data were collected from eight ofthe teachers who were  \nobserved teaching during their field experience after completing the course. The teachers’post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) = -10.08,  \np\u003C.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge  \namong the science teachers, low levels of NOS portrayal were observed in their instructional practices. Thesefindings point to some success in explicitly addressing NOS in science education content  \ncourses. However, they raise questions about the transferability of  \nteachers’NOS knowledge into their classrooms. The findings have  \nimplications for teacher-preparation programmes regarding  \ndurability of NOS knowledge.  \nKeywords: nature of science, secondary science, field experience, science teacher education  \nIntroduction  \nNature of Science (NOS) is included in Jamaica’s National Standards Curriculum, which was developed to focus on problem solving and inquiry skills, formulating hypotheses, conducting experiments and reporting data (Ministry of Education Youth and Information, 2018) . Units in the curriculum such as “Working like a Scientist” provide opportunities for teachers to explore NOS with their students. The curriculum is for primary (grades 1-6) and secondary (grades 7 – 9) levels, and has been implemented since 2016 (Ministry of Education, Youth and Information, 2016) . Despite these efforts, Jamaican students have been underperforming in science in local primary and regional secondary examinations, respectively (Singh-Wilmot, 2015) . This has stimulated ongoing discussions on how to improve students’academic performance.  \nThe critical role of teachers in preparing scientifically literate students has been well established (Mesci & Schwartz, 2016 ; Sousa, 2016) . Lederman and Abell (2014) have proposed that one of the reasons for students’ poor performance in science is the inadequacies  \nof teachers’ understandings of NOS. Limited NOS knowledge and understanding could affect teachers’ ability to describe the scientific enterprise and in turn influence the image of scientists formed by their students (Peters-Burton et al., 2023) . Even with adequate NOS understanding, Kurup (2014) highlights that faulty representation of NOS in teachers’classroom practices is possible, for instance, if knowledge of effective pedagogical practices related to NOS is lacking. Herman et al. (2013a) reported that few teachers’ instruction consistently reflect NOS or target it as an important educational objective to be planned for, taught, and assessed. This raises the issue of effective transfer of learning from one context to another. Conceptions developed during teacher education programmes are diminished by factors confronting teachers in their schools hence resulting in ineffective, inaccurate, or incomplete transfer of learning (Zeichner & Tabachnick, 1981) .  \nThe importance of NOS is reflected in many international school science curricula (e.g., Cullinane & Erduran, 2023; Erduran et al., 2021; McComas & Nouri, 2016; Mork et al., 2022), and the large number of studies conducted internationally on teachers’ NOS knowledge, beliefs and practices (e.g., Bjønness, & Knain, 2018; Cansiz & Cansiz, 2022; Deng et al., 2011;  \nHanuscin, 2013; Kinskey, 2022; Leden & Hansson, 2019; Lederman & Lederman, 2019a, b) . Several studies have also examined the relationship between teachers’NOS conceptions and their instructional practices (e.g., Bartos & Lederman, 20","cbCaiobSKnzwy43O","https://ap.wps.com/l/cbCaiobSKnzwy43O","pdf",316596,18,"English","# Introduction\n## Nature of Science\n# Review of Selected Literature","[{\"question\":\"What was the study’s main focus regarding teachers’ Nature of Science (NOS)?\",\"answer\":\"The study examined secondary science teachers’ NOS conceptions and whether concepts emphasized in a postgraduate teacher-education course appeared in their classroom practices after course completion.\"},{\"question\":\"How were data collected to assess changes in teachers’ NOS knowledge?\",\"answer\":\"An adapted questionnaire collected quantitative data from 83 secondary science teachers before and after completing the NOS-inclusive course.\"},{\"question\":\"What did the study find about NOS knowledge versus classroom implementation?\",\"answer\":\"Although teachers’ post-course NOS scores were statistically higher, low levels of NOS portrayal were observed in their instructional practices, indicating limited transfer of NOS knowledge into teaching.\"}]","Nature of Science: Examining Science Teachers’ Knowledge and Their Instructional Practices | PDF",1792078567,45]