Framework for The Nature of Science Pedagogical Content Knowledge: A Malaysian Case-based study

Despite the well-documented importance of NOS in achieving scientific literacy, a significant number of teachers encounter challenges when attempting to effectively integrate NOS principles into their pedagogical practices. This study delved into the complex landscape of Nature of Science Pedagogical Content Knowledge (NOS PCK) utilizing a two-pronged approach, comprising a systematic literature review and in-depth case studies. Through this comprehensive investigation, four key elements emerged as determinants of teachers’ NOS PCK, shedding light on the intricate relationship between conceptual understanding and practical application. The examination of case studies involving five seasoned science educators further underscored the existing gap between NOS comprehension and its enactment within science instruction. Despite an awareness of alternative methodologies, the prevalent use of rote memorization persisted, revealing a discrepancy between pedagogical beliefs and instructional practices. Consequently, a framework was proposed, comprising essential constructs necessary for fostering NOS PCK, with insights drawn from the contextualized analysis of case studies. The paper concludes with a discussion and recommendations for future research endeavors aimed at addressing the identified challenges and advancing the integration of NOS into science education practices.