Abstract This review synthesizes the studies on foreign science teachers’ NOS-PCK from the perspectives of its model, measurement, influencing factors and development. The results indicated that despite the consensus of NOS-PCK model, the definition of its components is not yet clear; these studies focus on examining the components and their relationships; the influencing factors need to be further explored; course training, teaching practice and literature reading are common ways to develop teachers’ NOS-PCK. Implications for chemistry teacher education are also discussed.
YU Song-Fa, DENG Feng, DENG Chao. Review of Foreign Science Teachers’ Pedagogical Content Knowledge for Teaching the Nature of Science[J]. Chinese Journal of Chemical Education, 2020, 41(1): 50-55.
