A seven-year professional development journey from learning Nature of Science (NOS) to teaching NOS

Abstract

In the first section of the proposal, we provide some background of the science curricular reform in Hong Kong, in which the role of nature of science (NOS) has become more prominent. In relation to this, we summarise in the second section, our effort in the past decade in preparing science teachers to develop their students’ understanding of NOS. We then describe in the third section the design and implementation of a series of physics lessons by the second author, Lay, on the topic light wave which demonstrated a high level of NOS understanding and pedagogical competency of him. In the lessons, he made use of the historical development of the controversies about the nature of light to integrate teaching of related NOS ideas with the teaching of the key physics concepts in interference and diffraction of light, and application of electromagnetic wave. The NOS ideas embedded in historical episodes were covered in an interconnected manner: (1) contrasting subjectivity of science (theory-laden observation/inference/explanation, co-existence of more than one scientific models in explaining observations or natural phenomena, submission to authority in the scientific community) to objectivity of science (evidence based and empirical nature of science, scientists' conversion from the belief of particle model to wave model of light); (2) brief introduction of peer review process and its relationship to the establishment of scientific knowledge; (3) how an established scientific model may be replaced by another one. By referring to the detailed records of the professional training experienced by Lay and his own reflection of his experience at a number of incidents during his seven-year long journey of learning how to teach NOS, we come to identify several critical events and processes which prompted considerable advancement in his pedagogical content knowledge in teaching NOS, expansion of his teaching repertoire and uplifting his philosophy of science education. Specific linkages of his advancement in learning to teach NOS are connected to certain important and critical training components that he experienced since he first learned the term NOS in his teacher training education seven years ago. Though identifying important features which result in considerable growth of Lay in teaching NOS, we wish our experience can serve as good references for science educators in planning training programmes in enhancing teachers' confidence and competency in teaching NOS.