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Having a scientifically literate citizenry is an asset nationally and globally, and knowledge of the nature of science (NOS) is a crucial element in such literacy. Science teachers are a vital link if students are to understand key elements of the NOS, yet teachers themselves often lack knowledge of NOS and how to integrate NOS content into science lessons. Investigating the impact of a series of inservice professional development experiences using three distinct delivery modes (face-to-face, hybrid, online) for teachers in my home country of Bhutan is the overarching goal of the study reported here.
The study used a mixed-methods approach, involving twenty-five in-service secondary science teachers from thirteen schools in Bhutan as part of a professional development program referred to here as the Bhutan NOS Teacher Development Program (BNTDP). Participants in this study were selected using purposive sampling, and each professional development cohort featured a mix of eight educators divided between those teaching chemistry, biology, and physics.
Data regarding the degree of NOS knowledge gained by participants were collected using the VNOS-C (Views of Nature of Science) instrument, with semi-structured interviews conducted to determine the benefits and challenges of integrating NOS into science lessons. The data were analyzed qualitatively and quantitatively. Two non-parametric tests (Kruskal-Wallis and Wilcoxon Signed-Rank) were used to explore statistical differences between the three delivery modes.
The Kruskal-Wallis test revealed no significant difference (p < 0.187) in participants’ responses between the three professional development program delivery modes in the pre- and post-VNOS-C surveys. The Wilcoxon Signed-Rank test revealed a significant difference between participants’ pre- and post-test NOS responses, regardless of the delivery mode. Changes related to the qualitative results revealed that Bhutanese teachers preferred the face-to-face mode of delivery of professional development. The inservice secondary science teachers reported that a lack of knowledge of NOS, pedagogical knowledge, and resources, along with assessment pressure, and time constraints were some of the limiting factors that impeded Bhutanese inservice secondary teachers from integrating NOS into science lessons.
These findings have important implications for science educators, policymakers, and stakeholders to rethink the professional development modes of delivery used out of convenience and cost-effectiveness, in a geographically challenging country like Bhutan.
