Understanding the nature of science in biology education: A meta-analysis of students’ and teachers’ views in senior high schools

This meta-analysis investigates the perspectives of senior high school biology students and teachers on the nature of science (NOS), aiming to identify common understandings, misconceptions, and instructional challenges. The study synthesizes findings from peer-reviewed articles, dissertations, and credible institutional reports published between 2000 and 2023. Using a systematic search across databases such as Google Scholar, ERIC, and JSTOR, and guided by clear inclusion criteria, the analysis incorporates both qualitative and quantitative data. Thematic synthesis and meta-analytic techniques were employed to explore trends, misconceptions, and the impact of teacher professional development (PD) on NOS instruction. Results indicate that while biology teachers tend to possess a more advanced understanding of NOS than students, significant gaps and misconceptions persist among both groups particularly regarding the tentative nature of scientific knowledge and the distinction between scientific laws and theories. Furthermore, the study finds that although PD can enhance teachers’ conceptual and pedagogical grasp of NOS, curriculum constraints often limit effective classroom implementation. The findings underscore the need for curriculum reform and targeted teacher training to enhance science literacy and foster accurate conceptions of NOS in secondary education.