National Science Education Research Articles

Ensuring the quality of fundamental chemical training in the context of implementing innovative engineering education: realities and perspectives

The article deals with the examines the formation of a competent understanding of natural science education, which initiates a scientific worldview, a holistic system of scientific knowledge and is the basis for the development and self-affirmation of an individual capable of successful self-realization in the dynamic conditions of the modern labor market. The advantages and disadvantages of the modern system of education of future engineers are identified, motivational factors for improving the quality of education are proposed, and basic approaches to the formation and development of the required set of professional competencies of graduates are defined. The relevance of the implementation of educational and scientific video consultations as an element of helping students in improving the quality of their knowledge in the conditions of distance education is analyzed.

DVIDEŠIMT AŠTUNTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022“: KONFERENCIJOS APŽVALGA

In 2022, the national scientific-practical conference “Natural science education in a comprehensive school – 2022” was held remotely (online). Such conference format was determined by the ongoing Covid-19 pandemic; therefore, the conference for the third time already, could not take place in its usual format. It is obvious that the plenary session “united” different continents – Africa (speaker Dr. Angela James from Republic of South Africa), Latin America (Dr. Solange Locatelli from Brazil), Europe (Dr. Martin Bilek from Czech Republic, Dr. Malgorzata Nodzynska-Moron from Poland, and Dr. Rita Birzina from Latvia). All plenary reports in their own way were interesting and relevant. Prof. M. Nodzynska-Moron’s report was dedicated to non-formal natural science education realities. Various practical examples were presented, non-formal natural science education experiences were analysed. Prof. M. Bilek analysed chemistry didactics issues in his report. A special attention was paid to virtual chemistry experiments, as well as to experiments using computer tools. Prof. A. James discussed the implementation of STEM programme while working with primary school teachers. Preparation and practical implementation aspects of such programme were analysed, concrete educational experiences were presented. In the first section, the reports were mainly devoted to the problems of pre-school, primary and general natural science education. A total of 9 reports were presented. In the second section, issues of natural science and technological education in gymnasium and in higher education institutions were discussed. A total of 10 reports were presented. It is interesting that in the second section, three reports of foreign researchers were presented. The topics of the research were diverse, basically various areas of natural science and technological education were discussed. It is important that the participants were active, intense discussions and sharing of experiences took place. The results of the ongoing international project “Bridge2Teach” were presented at the conference. More information about this project can be found on the project website (https://www.bridge2teach-project.eu). Various natural science education topics were presented in other reports. On the second day of the conference, a seminar was held for natural science teachers “Integrated science education in Lithuania: achievements and future perspectives” (The project is funded by the Lithuanian Science Council No. P-REP-21-8). Insights, recommendations, and conclusions of the research. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2022&issue=19320 Keywords: online platform, national conference, science education, science teachers, science pedagogy

ПЕРШОЧЕРГОВІ ЦІЛІ ТА ЗАВДАННЯ НА ШЛЯХУ РЕАЛІЗАЦІЇ ІНТЕГРАТИВНОЇ МОДЕЛІ ПРИРОДНИЧОНАУКОВОЇ І ТЕХНІЧНОЇ ОСВІТИ

The article examines the goals and tasks, the fulfilment of which will ensure the successful implementation of the modern model of integration of natural science and technical education. It has been proven that in the near future the most in demand in all branches of the economic sphere will be specialists whose training will combine natural and engineering sciences into a single system. It was determined that the main educational concept should be the concept of STEM education, which will be able to sufficiently provide high-quality training of specialists of the new generation for the needs of the country. The most important tasks that must be completed on the way to the implementation of STEM education are outlined, namely: trengthening the positions of higher education institutions in the global scientific and educational space and training specialists with such a level of natural scientific and technical knowledge that will allow them to carry out scientific and practical activities aimed at to ensure the national security strategy. It is noted that the implementation of STEM education requires understanding and developing the concept of continuous technological education, starting from the first stages of human learning. The need to review, update and improve curricula and educational programs is emphasized, which is explained by the dynamism of the modern educational process, especially in the field of natural and technical sciences.

ПОБУДОВА МЕТОДИЧНОЇ СИСТЕМИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

The article convincingly proves the importance of creating an effective methodological system for training future teachers of natural sciences. The main task of the modern education system is to master the method of purposeful organization of the educational process, which provides an opportunity for multifaceted self-development of the individual, increases motivation for obtaining quality education. The components of the proposed system for the formation of the professional qualities of a teacher differ from other training systems in the following features: adaptability to modern educational requirements, goal-oriented organization of the training of a future specialist, content, the use of a competence-oriented approach to planning the educational process and evaluating the results of such activities. The issue of prospects for the use of innovative systems of professional training in the educational process gained further development. Their content includes training classes using both tradi tional teaching methods and those conducted with the help of modern tools and equipment. The possibilities of goal-oriented management of the professional training of future teachers are analyzed under the condition of creating an educational environment based on the introduction of research educational technologies into the educational process, which are materially provided with modern teaching aids, appropriate methodological developments and teaching aids.

SKILLS, ABILITIES, BELIEFS: HIGHEST LEVELS COMPETENCES AND OUTLOOK OF THE INDIVIDUAL

The multi-disciplinarily of STEM-integration innovations of the modern system of natural science education focuses on effective and high-quality formation of the future specialist through the prism of the formation of one’s own author’s credo as an essential indicator of his competence and worldview. Since the end of the 1990s, the problem of improving the quality of education of specialists in the field of natural sciences has become quite relevant in the educational policy of many European countries. Experience [3–13; 15; 17–22] confirms: the reform of science education on the basis of competency-based and worldview approaches can be fully resolved only under the condition of a comprehensive understanding of this problem, which involves updating state standards (learning content and educational environment), curricula, textbooks, manuals, tools, practical training etc. The formation of an individual’s natural and scientific competence takes place in the process of his mastering a set of sciences that study nature and its laws. STEM-integration of education prompts modern multi-disciplinarily to the need to optimize the process of solving the problem of managing the competence-viewpoint formation of a future specialist of any profile. The publication proves that the development of the New Ukrainian School focuses on the implementation of technologies of binary goal orientations (a specific academic discipline + its teaching method) as a means of forming a holistic natural and scientific credo of an individual: ensuring the readiness of a teenager, a young person, a specialist of any profile to study throughout all life and mastering the experience of mankind regarding the creation and use of high technologies in all possible scientific and industrial spheres of safe innovative human activity.

Sustainable experimentation in Chemistry Teaching: Batch Adsorption Technique with activated carbon from the endocarp of coconut in water treatment

Chemistry is generally viewed in a repulsive way by high school students. This problematic condition is the result of the various impasses generated by traditionalist methods that are being applied in schools, such as the lack of contextualization in the teaching of Natural Sciences. Therefore, this study aimed to develop experimental classes contextualized to the socio-scientific dimensions of Chemistry; as well as based on Environmental Education (EA) in a class of the 4th year of the Technical Course Integrated to High School of Controle Ambiental do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba - IFPB, João Pessoa campus. In this sense, by mediation of a mixed approach (qualitative and quantitative), the research group presented to the students a low-cost process for improving water quality via Batch Adsorption with activated carbon from the endocarp of the coconut (biodegradable adsorbent material for the treatment of hard water). The activity was divided into three parts: i) Application of the Virtual Survey Questionnaire (VSQ); ii) Conducting experimental classes; iii) Application of the Final Virtual Questionnaire (FVQ). In this process, the students presented satisfactory considerations regarding the pedagogical intervention, showing that this practice was important for technical and citizen training. Thus, the research in question aims to enable the pedagogical community to acquire new skills and abilities regarding the work of the implementation of EE, involving Green Chemistry (GC) and the Sustainable Development Goals (SDGs), in the school menu.

За предизвикателството „формиране на ключови компетентности“ чрез природонаучно образование на учениците в началното училище

The formation of key competencies as a contributing factor to the development of human personality is among the many challenges of our time. Based on the results of the participation of fourth graders in national and international assessments, the article presents the author’s conceptual model for developing key competencies through natural science education of elementary school students, structured and operating at a synergistic level. The synergistic approach is applied in the complex and unbalanced process of developing key competencies, which emphasizes the paradoxical property of ‘emergence’ as a consequence of the overactive effect of forming competencies in the development of the student’s personality. Adaptive solutions for sustainability of the processes are proposed through progression and multiplication of the effects of developing competencies in the field of natural science education.

NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS

The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child’s personality is extremely high.

Development of Character-Based Science Teaching Materials Using the Webbed Model to Improve Students' Creative Thinking Skills

This study aimed to develop character-based Natural Science teaching materials to improve students' creative thinking skills. The research design is development research with procedures, namely initial information collection, designing, development, assessment, product revision, and dissemination and implementation. The teaching material products assessment was the text of character-based Natural Science teaching materials, guidebooks, and student worksheets. Products assessment was carried out in three stages of assessment, namely the assessment of validity, practicality, and effectiveness. The research has lasted for two years. The product testing subjects were 5 experts and the field trial subjects were the first-grade teachers and students in five elementary schools in Bone regency, South Sulawesi, Indonesia. The data collection was conducted through validation questionnaires for teaching materials, teacher and student response questionnaires, interview guides, and learning outcomes test. The data which was obtained consist of qualitative and quantitative. The data analysis descriptive through validity, practicality, and effectiveness analysis. The results of the study showed that those teaching materials are valid, practical, and effective. In doing so, they can be disseminated and implemented to improve student creative thinking skills in elementary school.

Characterization of didactic planning regarding interdisciplinarity in the initial training of teachers of Natural and Mathematical Sciences

This study discusses the challenges faced by teachers in initial training in the area of Natural Sciences and Mathematics, in the task of developing interdisciplinary planning. The methodology used was a document analysis of the didactic plans. The objective was to identify the levels of interdisciplinarity achieved in the didactic plans developed by the groups. To classify the plans of the six participating groups, three levels of classification were used regarding interdisciplinarity: level 1, juxtaposition, level 2, integration and level 3, overcoming barriers. The analysis of the results indicates that of the six groups, one group is closer to level 1, three are at level 2, and two groups are close to level 3. The study reinforces the need for greater inclusion of interdisciplinary approaches in initial training courses, so that future teachers can implement them in their professional performance, expanding their didactic-pedagogical repertoire in Basic Education.

Educational path of teachers of Natural Sciences: a bibliographic review, based on Brazilian theses and dissertations

The training path and professional practice of Natural Science teachers require multiple knowledge and practices. Paradoxically, the training curriculum (initial or continuing) and working conditions do not help to fulfill these demands. In this sense, the objective is to understand the contributions of dissertations and theses produced in the country, present in the Brazilian Digital Library of Theses and Dissertations (BDTD), on training processes and professional practice of undergraduates and teachers in the area of Natural Sciences. The studies found, based on specific descriptors, underwent inclusion and exclusion criteria. Nineteen documents resulted for the reading and analysis of the full text. It can be seen that the training course of Natural Science teachers presents barriers and challenges that impact their professional practice. However, there are many strategies to minimize them. Therefore, there is a need to look at the educational documentary parameters and relate them to the training path of teachers of Natural Sciences.

THE IMPROVEMENT OF TEACHERS’ INFORMATION-DIGITAL COMPETENCE IN THE FIELD OF NATURAL SCIENCES EDUCATION AS THE BASIS OF QUALITY DISTANCE LEARNING

The scientific article discusses the problem of teachers' readiness to work in a digital educational environment. The purpose of this work is to study the experience of using digital resources in the implementation of distance learning by teachers of the disciplines of the educational fieldof natural sciences. The analysis and interpretation of the results of the study will help to improve the content of teachers' training courses at the Municipal Institution of Higher Education "Dnipro Academy of Continuing Education" of Dnipropetrovsk Regional Council. This study will allow to model the educational process during the training courses of teacher training in order to form and improve information and digital competence in postgraduate education as the basis of qualitative remote learning of students and effective professional activity of teachers. The mastering level of digital tools by the teachers of natural sciences education branch of Dnipropetrovsk region and the experience of using digital resources during the distance learning implementation were analyzed. The results of science education survey teachers about readiness to work in a digital educational environment are given. The relevance of this issue is obvious in connection with the results of the conducted research, which demonstrate the insufficient level of information knowledge and communication technologies by teachers. The study showed that most respondents need to improve information and digital competence. In our opinion, it is the constant updating and implementation of new means and methods of teaching -oriented ICTs in the educational process that should be a mandatory component of the training courses of teachers of the natural educational sector. Of course, the study does not exhaust the solution of the whole range of problems related to the formation of information and digital competence of teachers in postgraduate education. It is possible to continue the scientific search in the following areas: detailed analysis of the structure and content of information and digital competence of teachers of the natural educational field, research of the correlation between levels of information and digital competence and other components of professional competences for natural sciences educational field in the system of postgraduate pedagogical education.

MOKYTOJŲ PASIRENGIMAS ORGANIZUOTI IR REALIZUOTI GAMTAMOKSLINĮ UGDYMĄ PRADINĖJE MOKYKLOJE

There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education

Preservice Primary Teachers' Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms.

The teaching of natural sciences and technology in primary schools presents an opportunity to use innovative approaches to teach STEM-based activities. The subject presents opportunities for learners to experience STEM-based instructional approaches in their early school years; therefore, it is essential that preservice primary school teachers are adequately prepared for the task. This study explored the perceptions of preservice teachers of STEM-based teaching in natural sciences and technology classrooms. Using a qualitative research approach and a single case study of a science and technology teaching methods course at a South African university, five participants were purposively selected from a group of 42 preservice teachers who had participated in a project to develop lesson plans and reflect on how to teach STEM. The data collected were analysed using thematic content analysis techniques. The findings indicate that the preservice teachers used natural sciences as an entry point to teach STEM and underestimated the technology component. The preservice teachers had the perception that STEM is taught through activity-based strategies while incorporating assessment for learning. Although they identified activities that could be used to teach STEM, they did not link the activities with developing specific skills in the lesson plans. The study recommends that preservice teachers be taught to link STEM activities with the development of specific STEM skills.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ВИКЛАДАННЯ ДИСЦИПЛІНИ «МЕДИЧНА ТА БІОЛОГІЧНА ФІЗИКА»

The article examines the peculiarities of teaching Medical and Biological Physics from the point of view of the students’ attitude and perception of the educational course and the teaching methods used by teachers conducting classes. The purpose of the article is to study the main psychological and pedagogical regularities of teaching Medical and Biological Physics taking into account the psychological portrait of a modern medical student. The objective of the study is to analyze the problem of optimizing the psychological and pedagogical component of the educational process in the studying of physical and mathematical courses by medical students. Research methods used are pedagogical observation and conversations as a form of empirical research, as well as analysis of scientific psychological and pedagogical sources, own pedagogical experience and analysis of empirical data as a form of theoretical research The teacher’s task is to identify in time the special abilities of students and help them to determine their development vector in borders of a specific course, to master professional competences and see a whole picture of the field of knowledge. To understand the functioning of living systems, to explain causeand-effect relationships, and processes that occur in biological tissues and living organisms in general, future doctors need a certain amount of knowledge which is based on physical laws, that is, knowledge of biological physics. Medical physics is an integral part of the complex of knowledge for the purpose of researching the state of the biological system, analyzing changes in its behavior under the influence of certain physical factors, and preventing their negative impact. This is quite a difficult task, since there is a significant decrease in the level of training in the field of natural sciences demonstrated by the applicants to medical higher educational institutions. Educational activity is a defining function of the work of a teacher of a higher educational institution and should be organized in accordance with the requirements of society, highlighting modern trends in the development of the industry, with an emphasis on the achievements of the direction for the industry as a whole, to ensure the formation of the competencies of a specialist competitive on the labor market. The article substantiates the work methods of the teachers of the Department of Biological Physics and Medical Informatics of the Bukovіnian State Medical University in organizing the educational process and conducting classes in Medical and Biological Physics. All teacher’s functions are inextricably linked, and the examples given in the article show that this is relevant for the course, which is often by mistake considered as an element of general training, where there is no professional orientation of medical education. The professionalism of a teacher of natural sciences lies precisely in their ability to combine the elements of the course and the professional component training in the student education. Here, the relationship between methodical knowledge and the teacher’s skills, such as ways, methods, means, and techniques of working with students, are decisive. All this gives an opportunity to turn this course into a means of forming competencies and developing the student’s potential. The article draws a conclusion on the prospects for the development of students’ clinical thinking and the professionalization of medical education through the optimal organization of teaching courses related to natural sciences with Medical and Biological Physics taken as an example.

GEOLOGIJOS MOKSLO POPULIARINIMAS BEI NEFORMALUS GAMTAMOKSLINIS UGDYMAS VU GEOLOGIJOS MUZIEJUJE: GALIMYBĖS, PATIRTIS, IŠŠŪKIAI, PROBLEMOS

The article discusses the experience of the VU Geology Museum in popularizing the science of geology, conducting informal natural science education, and educating the public. It is claimed that non-formal education cannot replace consistent long-term education in general education schools in order to educate members of the society who are sufficiently enlightened in the issues of geological science. Informal education only complements, helps to interest, emphasize and consolidate the knowledge acquired at school. In order to improve the geological literacy of society, it is necessary to start with schoolchildren and students. Necessary: 1. To strengthen the geology component in the programs of general education schools, which is now very little. 2. Start teaching natural sciences with geology. Then move on to physical geography. 3. Practically incorporate geology into STEM. That this should be the course of education is also defined by the definitions of geological and geographical sciences. Keywords: geology museum, informal science education, STEAM, Vilnius University

Profile of Scientific Literacy Ability of Middle School IPA (Natural Sciences) Teachers in Banda Aceh City

This study aims to obtain a description of the scientific literacy ability of IPA (natural sciences) teachers. This study is descriptive research. Data was collected by distributing diagnostic test instruments distributed to 29 teachers who were selected as a sample of the total population of science teachers teaching at SMPN (public junior high school) throughout Banda Aceh. The test instrument used in the form of Four-Tier Multiple Choice questions as many as 24 items equipped with CRI confidence level scale along with the reasons for the answer choices. The scientific literacy competency aspect used is in accordance with the 2017 PISA determination which includes 3 aspects, namely the competence aspect to explain phenomena scientifically, the competence aspect to design and evaluate scientific investigations, and the competence aspect to interpret data and evidence scientifically. The results showed that the scientific literacy ability of science teachers at SMPN in Banda Aceh was in the medium category with a percentage of 48.48%. The ability based on competence to explain phenomena scientifically is in the medium category with a percentage of 46.55%, the competence to design and evaluate scientific investigations is in the medium category with a percentage of 61.64% and the competence to interpret data and evidence scientifically is in the medium category as well with a percentage of 37.24%. Based on the results of this study, it can be concluded that science teachers at public junior high schools in Banda Aceh have moderate scientific literacy skills.
 
 Keywords: profile, scientific literacy, science teacher

Methodological Basis of Training Future Teachers of Natural Specialties for Professional Activity on the Basis of Differentiation and Individualization of Learning

Modern global social transformations have led to a clear trend in higher pedagogical education – the formation of a new educational paradigm aimed at socio-personality and competency-oriented training of future teachers, including of natural sciences. Therefore, it is quite obvious that an individual approach, along with differentiation in the training of future teachers of natural sciences, is a trend in the organization of the educational process in a modern higher education pedagogical institution. However, in order for this current trend to take its place in the updated practice of higher education pedagogical institutions firmly, it is necessary to carefully adapt it to the requirements and opportunities of modern pedagogical reality. Therefore, the purpose of the article is to determine the methodological foundations and recommendations for training future teachers of natural sciences for professional activity based on differentiation and individualization of education. To achieve this goal, a number of methods of scientific research were used within the scope of the study (methods of theoretical and critical analysis, synthesis, abstraction, concretization, direct observation of the educational and professional activities of students and teachers). Results. Within the scope of the article, it is determined that the main methodical strategies of training future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education are the division of the educational process into four main areas: content, process, product and environment. A number of methodological recommendations were formulated, the adherence to which will contribute to the successful and effective preparation of future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education: 1) the implementation of complex differentiated and individualized education is impossible without taking into account the individual intellectual and psychological characteristics of students in the education process; 2) the need to develop didactic support that promotes self-education, self-development, self-expression of students; freedom of choice for each student of the forms and methods of assimilation of educational material; the possibility for the teacher to choose the forms and content of the educational material that would make it possible to provide pedagogical support for each student taking into account the goals of individual development; 3) priority of fundamental knowledge: each student must acquire a certain amount of knowledge in the field of natural education, skills necessary for the chosen profession and for further continuous education; 4) use of reproductive, compilation and design projects within the training of future teachers of natural sciences; 5) the use of various differentiated methods of consolidating the learned material (group work; lesson-assessment; lesson-game). Conclusions. Complex of differentiated and individualized training of future teachers of natural sciences for professional activity enables this training according to own road map, provides for the possibility of individual choice and makes students active participants in their own educational and professional activities. The efficiency of using the method of training future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education depends on taking into account the anthropological and psychological characteristics of the individual, as well as on using a range of tasks of varying complexity in the educational process.

The Analysis Technological Pedagogical Content Knowledge (TPACK) of Natural Science Secondary School Teachers' Based on School Accreditation

This study aims to determine the ability of natural science secondary school teachers’ to use information and communication technology to assist the learning process (Technological Knowledge), the ability of natural science secondary school teachers’ to manage classes (Pedagogical Knowledge), and the ability of natural science secondary school teachers’ to mastery learning (Content Knowledge). This research is a qualitative research with a phenomenological approach. The research subjects were a natural science teachers’ at SMP Negeri 1 Prambon who was accredited A and a natural science teachers’ at SMP Perjuangan Prambon who was accredited B. Data collection techniques in this study used documentation, observation and interviews. The data analysis phase uses the Miles and Huberman model. Test the validity of the data using technical triangulation. Based on the research results, it was revealed that the ability of natural science secondary school teachers’ in mastering information and communication technology (Technological Knowledge) is quite good. Teachers at schools accredited A and B are quite good at operating Microsoft Word, Microsoft Power Point. Teachers at schools accredited A are not good at operating Microsoft Excel, while teachers at schools accredited B are not very good at operating Microsoft Excel. The ability of secondary school natural science teachers’ at accredited A schools to manage classes (Pedagogical Knowledge) is very good, while the ability of natural science secondary school teachers’ at schools accredited B is quite good. The ability of natural science secondary school teachers’ in schools accredited A is very good in mastering the subject matter they teach (Content Knowledge), while the ability of natural science teachers in schools accredited B is quite good. In future research it is expected to be able to uncover the TPACK of science teachers based on the length of time the teacher has been teaching or the other factor.

Toward Understanding Science as a Whole

Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resemblance Approach to Nature of Science (RFN) are limited. This study, therefore, aims to determine the current state of UAE preservice teachers’ (N = 130) understanding of the NOS and NOS instruction. Results obtained from the RFN 70-item questionnaire demonstrate that teachers were mostly informed about issues pertaining to the social-institutional aspects compared to aspects related to the cognitive-epistemic nature of science. Although teachers appeared to hold informed perceptions on certain aspects of NOS across the RFN scales and subscales, they had mixed views, as well as misconceptions on other particular aspects of NOS (i.e., the role of bias, gender, and politics on scientific knowledge, the existence of a universal scientific method, and the distinction between laws and theories). Practical and pedagogical implications for teaching and an agenda for further research are discussed.