Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study

Abstract

AbstractThis study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers’ open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists’ work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers’ perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers’ perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers’ perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.