Examining Middle School Science Teachers’ Content Knowledge and Pedagogical Content Knowledge for the Nature of Science
Location
Boston 1
Session Format
Presentation
Abstract
This study explores middle school science teachers’ understanding of the Nature of Science (NOS) by examining both their content knowledge (NOS-CK) and pedagogical content knowledge (NOS-PCK). Using a sequential explanatory mixed-methods design, the research draws on data from 61 teachers who completed the VNOS-D+ survey, an adapted CoRe instrument, and a demographic survey. A qualitative subsample of 12 teachers participated in interviews and classroom observations to provide deeper insights into instructional practice. Quantitative analyses revealed limited predictive relationships between demographic variables and teacher knowledge, while qualitative findings highlighted a continuum of naïve, transitional, and informed views across consensus NOS aspects. Four participant profiles emerged, illustrating varying alignments between teachers’ knowledge and classroom enactment. The findings contribute to a more nuanced understanding of how NOS-CK and NOS-PCK interact, challenging assumptions that the two domains necessarily align. Implications are offered for teacher preparation, instructional support, and the development of strategies to better integrate NOS instruction into middle school classrooms.
Keywords
Nature of Science, Pedagogical Content Knowledge, Middle School Science, Teacher Knowledge
Professional Bio
Austin Wilson completed this research as part of her dissertation journey in Curriculum and Instruction at Georgia College & State University. Her scholarship centers on science teacher knowledge and pedagogy, with a particular focus on the Nature of Science (NOS) and how it is understood and taught in middle school classrooms. Using a mixed-methods design, she examined teachers’ content knowledge and pedagogical content knowledge of NOS, identifying both strengths and challenges across instructional contexts. She is committed to advancing science education by connecting research and practice to support teachers and promote scientific literacy. Professionally, she serves as a science professional learning specialist, supporting teachers in planning, content knowledge, and instructional practice.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Wilson, Austin C., "Examining Middle School Science Teachers’ Content Knowledge and Pedagogical Content Knowledge for the Nature of Science" (2026). Georgia Educational Research Association Conference. 65.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/65
Examining Middle School Science Teachers’ Content Knowledge and Pedagogical Content Knowledge for the Nature of Science
Boston 1
This study explores middle school science teachers’ understanding of the Nature of Science (NOS) by examining both their content knowledge (NOS-CK) and pedagogical content knowledge (NOS-PCK). Using a sequential explanatory mixed-methods design, the research draws on data from 61 teachers who completed the VNOS-D+ survey, an adapted CoRe instrument, and a demographic survey. A qualitative subsample of 12 teachers participated in interviews and classroom observations to provide deeper insights into instructional practice. Quantitative analyses revealed limited predictive relationships between demographic variables and teacher knowledge, while qualitative findings highlighted a continuum of naïve, transitional, and informed views across consensus NOS aspects. Four participant profiles emerged, illustrating varying alignments between teachers’ knowledge and classroom enactment. The findings contribute to a more nuanced understanding of how NOS-CK and NOS-PCK interact, challenging assumptions that the two domains necessarily align. Implications are offered for teacher preparation, instructional support, and the development of strategies to better integrate NOS instruction into middle school classrooms.
