ABSTRACT
Nature of Science (NOS) is one of the components of scientific literacy that is poorly represented in science curriculum materials in the Philippines. Thus, the main goal of this study was to find out how the Nature of Science (NOS) would develop basic scientific literacy through the developed Teacher Support Material (TSM) for the explicit-reflective instruction of the nature of science for K to 12. The Student Understanding of Science and Scientific Inquiry (SUSSI) revealed that both the student and teacher respondents held naïve views on scientific laws versus theories, social and cultural influence on science. Based on the findings of NOS, teacher support material was designed, developed and validated. The material was implemented to Grade 9 students where the participants demonstrate changed levels of NOS literacy using the Test of Basic Scientific Literacy (TBSL). On the other hand, the use of TSM was effective in enhancing the scientific literacy of students. Suggestions for further studies were made, which include the use of explicit-reflective instruction of NOS in the present curriculum as an innovative approach of promoting common and accurate views of NOS in science classrooms.
