Dorji Karma, Jatsho Sherab, Choden Pem, Tshering Pema
Curriculum Development Centre, Royal Education Council, Shari, Post Box No 1243, Paro, 12001 Bhutan.
Department of Science, Yangchen Gatshel Central School, Thimphu, 11001 Bhutan.
Discip Interdscip Sci Educ Res. 2022;4(1):4. doi: 10.1186/s43031-021-00044-9. Epub 2022 Feb 7.
This 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 -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 -test showed that there was no statistically significant difference between Bhutanese male and female science teachers' perceptions of the NOS with > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers' perceptions of the NOS based on their academic qualifications with .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.
本研究调查了不丹科学教师对科学本质（NOS）的观念。该研究基于便利抽样和滚雪球抽样技术招募了225名不丹科学教师。数据通过《科学神话问卷》（MOSQ）收集。MOSQ是在谷歌表单上设计的，并通过在线调查模式进行管理。数据使用描述性统计进行分析，包括科学教师开放式书面回答支持的频率测量、独立样本t检验和单因素方差分析（ANOVA）。描述性统计结果表明，不丹科学教师在科学知识、科学方法、科学家工作和科学事业方面对科学本质缺乏清晰的理解。独立样本t检验表明，不丹男、女科学教师对科学本质的认知之间没有统计学上的显著差异（p＞0.05）。单因素方差分析测试显示，不丹科学教师基于其学历对科学本质的认知存在统计学上的显著差异（p＜0.05）。然而，图基事后检验表明，不丹科学教师基于学历对科学本质的认知仅在研究生文凭教师和哲学博士之间存在显著差异。
