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This study aims to identify teachers view about Nature of Science (NOS). Understanding of the NOS is important aspect of scientify literacy and plays big role in science education.  One of the most recent framework that focused on educational adaptation of NOS is called Reconceptualised Family Resemblance Approach to Nature of Science (RFN). Based on RFN, NOS is categorized by its aims and values of science, scientifc practices, scientific methods, scientific knowledge and social-institutional aspect of science. A qualitative research was considered in order to identify teacher’s responses based on categories of RFN. Total 15 science teachers and 10 non-science teachers such as social and language teachers was participated in written questionnaire and interview process. This study also used 70 items “RFN-Questionnaire†which represent the five categories of NOS in order to assess teachers view about NOS that was adapted from Kaya and Eduran’s.  The result show that non-science teachers have broader view about NOS in each category compared to science-teacher based on interview, though a quantitative data anaylis, using Mann-Whitney based on overall score forn RFN-Q, suggest that there is no significant different between overall non-science teacher overall and science teacher score. This study concluded that teachers’ in both science and non-science majors have basic and potential to teach NOS in their class. This study suggest that the result can be used as a tool to design strategies and learning models that can be used to teach NOS both implicitely and explicitely.

Nature of Science; Reconceptualised Family Resemblance Approach; Science Teacher; non-Science Teacher