Subject matter knowledge (SMK) represents the amount and organization of knowledge that teachers have (Shulman, 1986). SMK is examined into two aspects, which are substantive and syntactic structure (Schwab,1964). While substantive structure includes how to organize facts, fundamental concepts, and discipline, syntactic structure refers to how to create and promote knowledge (Abell, 2007, p.1107). In this study, human body systems are selected as a research topic to reveal the substantive knowledge and syntactic structure of two-experienced teachers. Science education focuses on the teaching of complex systems for a better understanding of natural phenomena, and human body systems are one of the complex systems (Assaraf, Dodick & Tripto, 2013). The current study findings belong to syntactic knowledge, which refers as nature of science (NOS) (Khalick & BouJaoude, 1997) were reported. Comprehending Nature of Science (NOS) is supported as a critical component of scientific literacy (NGSS,2013), and educating students as a scientifically literate person is one of the essential purposes of teaching science, including Turkey. Lederman (2007) explained NOS tenets. One of these aspects is the tentative nature of science. It explains scientific knowledge change with new evidence. Other aspects indicate science is empirically based. It means science arises from observations of the natural world. At the same time, another element of NOS represents the subjectivity of science, which means science is affected by personal background, biases, and culture. Moreover, science involves human inference, imagination, and creativity, and it is related to scientists’ social and cultural environment. The distinction between observations and inferences and the functions of and relationships between scientific theories and laws are another vital aspect of nature of science. Teachers should be well-informed about the characteristics of scientific knowledge to raise scientifically literacy students. Accordingly, the current study aims to uncover two experienced science teachers’ syntactic content knowledge with respect to nature of scientific knowledge regarding human body systems (HBS)?

For this study, a case study (Merriam, 2009) which is a common qualitative research design was adopted. Two experienced science teachers participated in this study. Purposive sampling was selected in this study since criteria decision is crucial to get broad descriptions (Merriam & Tisdell, 2016). Teachers should be experienced if they have more than five years’ experience (Creswell, 2007). Both teachers have more than 15 years’ experience and are still working at one of the private schools in Ankara, capital of Turkey. One of the teachers (named Anna) was graduated from science education program. Another teacher (named as Bethy) was graduated from chemistry department and enrolled in a graduate science teacher certification program. Data were collected through semi-structured interviews utilizing Views on Nature of Science Form-C (VNOS-C; Lederman, Abd‐El‐Khalick, Bell, and Schwartz, 2002) and classroom observations. VNOS-C questionnaire includes seven aspects, which are Tentativeness, Empirical basis, Subjectivity, Creativity, Social/cultural embeddedness, Observations and inferences, Theories, and laws. These items also asked by embedded in Human Body Systems. During the interview, the audio was recorded under the favor of the teacher’s permission. The inductive method used to analyze data. Member checking, which is controlling results to decrease misunderstanding used to increase internal validity (Stake, 2010).

In this study, two experienced science teachers’ syntactic content knowledge with respect to nature of scientific knowledge regarding human body systems is examined. During 8 week classroom observation, teacher taught digestive, circulatory, respiratory and urinary systems. Teachers did not reflect NOS into their instruction. All teachers agree that science is different from other disciplines. While Bethy emphasized religion and philosophy based on philosophical opinion anna pointed out that religion and philosophy based on feelings and our perception by sensory organs. According to Anna, science is more certain and unquestionable. Anna indicated that theory and law are equally valuable. She gave osmotic pressure as a law when thinking vein pressure from artery to vein. Bethy, however, mentioned that while laws are proven and unquestionable, theories may change. She mentioned about loss of function of appendicitis in the evolutionary process. Bethy mentioned “scientists may have used their imagination in their designs and the occurrence of the problem.” She exemplified discovery of the vaccine and discovery of antibiotic. Anna mentioned the role of observations, inferences, and conclusions to develop scientific knowledge. Anna said, “two people can interpret the same data differently due to preliminary information”. Bethy thought scientists cultural and personal differences affect science, she supported science should be objective because science is for everyone. All teachers thought that experiment is necessary to develop scientific knowledge and it is used to test whether the knowledge is correct. Anna added that “the human body systems are the most difficult topic for teachers to make experiment…due to the lack of students’ knowledge level. The results of this study will contribute science education literature about teacher education studies regarding experienced science teachers’ nature of science views in relation to human body systems.

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