Abstract

The aim of the current research is to identify the level of perceptions of science teachers at the secondary stage in the city of Tabuk, Saudi Arabia, on the nature of science in the light of some variables. The Nature of Science Questionnaire-C (VNOS-C) developed by (Lederman et al., 2002) was applied to them. Data were analyzed by using the mean, standard deviation, percentage, independent two-sample T-test, and one-way ANOVA, followed by LSD test to determine the direction of statistically significant differences. The research reached the following results: the existence of sufficient conceptions of the concepts of the empirical basis of scientific knowledge, scientific knowledge based on evidence and exploration, the cumulative and changing nature of science, and scientific knowledge based on and dependent on application. Partial perceptions of concepts of scientific knowledge that include imagination and creativity, and scientific knowledge are integrated into the cultural and societal factors of society and the difference between scientific theory and law. The research did not find statistically significant differences for the concepts of the nature of science attributed to specialization, gender or teaching experience, except that: there are statistically significant differences in the concept of scientific knowledge based on evidence and exploration for the benefit of science teachers with specialization (physics) compared to other disciplines, as well as the presence of statistically significant differences in the concept of total knowledge of the concepts of the nature of science attributed to the teaching experience, and in favor of science teachers with years of teaching experience (more than 15 years), and there were statistically significant differences in the concept of scientific knowledge, including imagination and creativity, and in favor of the category (more than 15 years) compared to other experience categories. The research recommended the necessity of creating the necessary conditions and capabilities to raise the level of knowledge of science teachers about the nature of science.