Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship

TLDR

The study examined how teachers’ understanding of the nature of science relates to classroom practice and identified factors that facilitate or impede this relationship. Five experienced high‑school biology teachers were observed over a full academic year, with data collected from classroom observations, questionnaires, interviews, instructional materials, and student interviews, and analyzed via analytical induction to construct teacher profiles. Teachers’ conceptions of science did not consistently influence classroom practice, while experience level, intentions, and perceptions of students were critical factors, underscoring implications for teacher education and reform implementation. © 1999 John Wiley & Sons, Inc., J Res Sci Teach 36: 916–929.

Abstract

The purpose of this multiple case study was to investigate the relationship of teachers' understanding of the nature of science and classroom practice and to delineate factors that facilitate or impede a relationship. Five high school biology teachers, ranging in experience from 2 to 15 years, comprised the sample for this investigation. During one full academic year, multiple data sources were collected and included classroom observations, open-ended questionnaires, semistructured and structured interviews, and instructional plans and materials. In addition, students in each of the teachers' classrooms were interviewed with respect to their understanding of the nature of science. Using analytical induction, multiple data sources were analyzed independently and together to triangulate data while constructing teacher profiles. The results indicated that teachers' conceptions of science do not necessarily influence classroom practice. Of critical importance were teachers' level of experience, intentions, and perceptions of students. The results have importnat implications for teacher education as well as the successful implementation of current reforms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 916–929, 1999