In-Service Science Teachers’ Views of the Empirical and Tentative Nature of Science

Abstract

According to research, teachers' views about the nature of science influence their students' views, as well as how they teach science. The goal of this study was to ascertain in-service science teachers' views on the empirical and tentative nature of science. A mixed-methods approach was adopted. The sample comprised of ten in-service senior high school science teachers (7 males and 3 females) who were purposefully selected. In-service science instructors exhibited naive views of science (M = 2.81, SD = 0.33). Majority of the in-service science teachers (80%) held naive views, and 20% held informed views of the nature of science. The study revealed that in-service science instructors held a naive understanding of the empirical nature of science (M = 2.60, SD = 0.31). They did, however, held informed views about the tentative character of science (M = 3.77, SD = 0.79). The study recommends that research and professional development activities be directed toward assisting science teachers in developing a deep, comprehensive, and integrated grasp of science. Nature of science should be explicitly taught at the teacher education institutions to help prospective teachers understand the nature of science.