Abstract
The purposes of this study were to construct an understanding of two elementary teachers' conceptions of the nature of science (NOS) and the ways teachers translated their conceptions of the NOS into instructional practices. The two teachers w ere investigated through qualitative methods including an open-ended questionnaire, classroom observations, field notes, interviews, and video-taping. The findings revealed that the participant teachers hold proper understandings of part of the NOS. Howev er, the teachers' pedagogical thinking did not involve teaching the NOS. The interview data showed that the teachers' pedagogical thinking reflected some science views which did impact their classroom practices. The results of the current research provide d some suggestions for improving science education.
| Keywords: | : the nature of science; pedagogical thinking; teaching practice |
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