Nature of science representations in South African Grade 10 physical sciences textbook on waves, sound and light

The Nature of Science is a foundational element of science education, central to fostering learners' scientific literacy and critical engagement with scientific knowledge. Despite curriculum directives that emphasise Nature of Science integration, its representation in school textbooks remains uneven, particularly in under-resourced contexts where textbooks often serve as the primary instructional tool. This study examines Nature of Science representation in a South African Grade 10 Physical sciences textbook developed by Siyavula, focusing on chapters covering Waves, Sound, and light. Using qualitative content analysis supported by quantitative coding, the study employs an adapted consensus framework to classify Nature of Science representations as explicit, implicit, or not represented across seven key aspects: empirical and tentative nature of science, creativity and imagination, subjectivity, social and cultural influences, observation versus inference, and scientific theories and laws. The findings reveal strong emphasis on the empirical nature of science, particularly in Longitudinal Waves and Electromagnetic Radiation, while critical aspects such as the tentative nature of knowledge, subjectivity, and the distinction between theories and laws are largely absent. These gaps signal partial alignment with the Curriculum and Assessment Policy Statement, which advocates for explicit Nature of Science instruction and inquiry-based learning. The study calls for structured Nature of Science integration using historical narratives, dedicated activities, and explicit reflection to enhance conceptual clarity, equity, and learners’ preparedness for scientific reasoning in real-world contexts.