期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2014
卷号：10
期号：2
页码：135-151
DOI：10.12973/eurasia.2014.1024a
出版社：Pamukkale Univ Dept Sci Education
摘要：Whether teachers’ conceptions of NOS are reflected in their instructional planning and classroom practice remains an important research question. Consequently, this study investigated teachers’ NOS views and their relationship to their classroom practice and delineated the factors that facilitate or impede this relationship. To achieve this, seven high school biology teachers with teaching credentials were selected to participate in this study. These teachers filled out an open-ended questionnaire entitled Views of the Nature of Science Questionnaire, participated in semi-structured interviews, were videotaped, and their lesson plans were collected. Results showed that most teachers do not possess appropriate NOS views, lesson plans lacked any planning for teaching NOS, and teachers’ practices lacked any explicit reference to the aspects of NOS.
关键词：multiple solution method; nature of science; classroom practices; biology teaching
