Teaching nature of science improves pedagogical content knowledge

This article refers to the research on the pedagogical content knowledge developed by a group of students from primary school teacher training, following the implementation of a teaching proposal that inserts aspects related to the nature of science integrated content science curriculum. The evaluation of the results was done through the analysis of the responses to some items of the questionnaire Reviews of Science, Technology and Society - COCTS and Matrix Representation of Contents - ReCo prepared by the students who formed the sample. The results show that an improved understanding of the nature of science, also causes an improvement of pedagogical content knowledge of the sample group. However, despite the perceived improvement in the students in the sample, the overall rate weighted beliefs and attitudes on issues related to the nature of science, remains very close to zero, which confirms how far are beliefs of students in relation to the opinions of experts, even after having received an explicit and reflective teaching, finding consistent with similar recent studies.