Skip to main content
SpringerLink
Log in

Teachers’ Ideas About the Nature of Science: A Critical Analysis of Research Approaches and Their Contribution to Pedagogical Practice

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

This paper looks into research aimed to elicit teachers’ ideas about science through the development of resources as questionnaires, problematic tasks and interviews. It is focused on how those ideas are conceptualised and how such conceptualisations have been reflected in the methodological approaches adopted and the advantages and disadvantages of research instruments. This analysis suggests four broad categories to group studies considering substantially different perspectives on teachers’ knowledge. Drawing upon the general finding that teachers tend to develop stereotypical views connected to science, there is an attempt to respond to the question of why such views are not sustainable from an educational point of view. A salient conclusion is that the large majority of such research remains marginal in informing pedagogical practice and faces serious conceptual and methodological challenges. It is also claimed that those studies adopting pedagogical embedded view of ideas about science do illuminate the way forward. The paper ends with a discussion on the implications of teachers’ images of the world of science in their practice.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in pre-service elementary science courses: Abandoning scientism, but. Journal of Science Teacher Education, 12(3), 215–233.

    Article  Google Scholar 

  • Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

    Article  Google Scholar 

  • Abell, S. K. (1989). The nature of the science as portrayed to preservice elementary teachers via methods textbooks. The history and philosophy of science in science teaching. In Proceedings of the first international conference, Science Education and Department of Philosophy, Florida State University, Tallahassee.

  • Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching students “Ideas-About-Science”: Five dimensions of effective practice. Science Education, 88(5), 655–682.

    Article  Google Scholar 

  • Baxter, J., & Lederman, N. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge. The construct and its implications for science education. The Netherlands: Kluwer.

    Google Scholar 

  • Buaraphan, K. (2011). Preservice physics teachers’ conceptions of the nature of science. US-China Education Review, 8(2), 137–148.

    Google Scholar 

  • Chalmers, A. F. (1997). What is this thing called science? An assessment of the nature and status of science and its methods. Bristol: Open University Press.

    Google Scholar 

  • Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90(5), 803–819.

    Article  Google Scholar 

  • Chevallard, Y. (1991). La transposición didáctica. Del saber sabio al saber enseñado (Didactical transposition. From expert knowledge to taught knowledge). Buenos Aires: Aique.

    Google Scholar 

  • Claxton, G. (1994). Educating the enquiry mind: The challenge for school science. Great Britain: Harvester Wheatsheaf.

  • Cobern, W., & Loving, C. (2002). Investigation of pre-service elementary teachers’ thinking about science. Journal of Research in Science Teaching, 39(10), 1016–1031.

    Google Scholar 

  • Cotham, J., & Smith, E. (1981). Development and validation of the conceptions of scientific theories test. Journal of Research in Science Teaching, 18(5), 387–396.

    Article  Google Scholar 

  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press.

    Google Scholar 

  • Guerra, M. T., Ryder, J., & Leach, J. (2010). Ideas about the nature of science in pedagogically relevant contexts: insights from a situated perspective of primary teachers’ knowledge. Science Education, 94(2), 282–307.

    Google Scholar 

  • Haertel, E. (1991). New forms of teacher assessment. Review of Research in Education, 17, 3–29.

    Google Scholar 

  • Haidar, A. (1999). Emirates pre-service and in-service teachers’ views about the nature of science. International Journal of Science Education, 21(8), 807–822.

    Article  Google Scholar 

  • Irez, S. (2006). Are we prpepared?: An assessment of preservice science eacher educators’ beliefs about the nature of science. Science Education, 90(6), 1113–1143.

    Article  Google Scholar 

  • Jenkins, E. W. (1996). The ‘nature of science’ as a curriculum component. Journal of Curriculum Studies, 28(2), 137–150.

    Article  Google Scholar 

  • Kagan, D. (1990). Ways of evaluating teacher cognition. Inferences concerning the Goldilocks’ principle. Review of Educational Research, 60(3), 419–469.

    Google Scholar 

  • Kimball, M. E. (1968). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110–120.

    Article  Google Scholar 

  • Kouladis, V., & Ogborn, J. (1989). Philosophy of science: An empirical study of teachers’ views. International Journal of Science Education, 11(2), 173–184.

    Article  Google Scholar 

  • Leach, J., Millar, R., Ryder, J., & Séré, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10, 497–527.

    Article  Google Scholar 

  • Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.

    Article  Google Scholar 

  • Lederman, N. G. (2007). Nature of science: past, present and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook on research in science education (pp. 831–879). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of the nature of science questionnaire; towards valid and meaningful assessment of learners’ conceptions of the nature of science. Journal of Research in Science Teaching, 39(6), 497–521.

    Article  Google Scholar 

  • Lederman, N., Wade, P., & Bell, R. (1998). Assessing the nature of science: What is the nature of our assessments? Science & Education, 7, 595–615.

    Article  Google Scholar 

  • Liu, S. Y., & Lederman, N. (2007). Exploring prospective teachers’ worldviews and conceptions of nature of science. International Journal of Science Education, 29(10), 1281–1307.

    Article  Google Scholar 

  • McComas, W. (1998). The principal elements of the nature of science: Dispelling the myths. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (p. 53). Netherlands: Kluwer.

    Google Scholar 

  • Mellado, V. (1997). Pre-service teachers’ classroom practice and their conceptions of the nature of science. Science & Education, 6, 331–354.

    Article  Google Scholar 

  • Millar, R. (1989). What is ‘scientific method’ and how it can be taught? In J. Wellington (Ed.), Skills and processes in science education. A critical analysis (p. 63). London: Routledge.

    Google Scholar 

  • Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science & Education, 4(3), 267–285.

    Article  Google Scholar 

  • Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201–225.

    Article  Google Scholar 

  • Murcia, K., & Schibeci, R. (1999). Primary student teachers’ conceptions of the nature of science. International Journal of Science Education, 21(11), 1123–1140.

    Article  Google Scholar 

  • Nieda, J., & Macedo, B. (1997). Un currículo científico para estudiantes de 11 a 14 años (A scientific curriculum for students aged 11–14). Madrid: OEI-UNESCO.

    Google Scholar 

  • Nott, M., & Wellington, J. (1995). Critical incidents in the science classroom and the nature of science. School Science Review, 76(276), 41–46.

    Google Scholar 

  • Nott, M., & Wellington, J. (1996). Probing teachers’ views of the nature of science: How should we do it and where should we be looking? In G. Welford, J. Osborne, & P. Scott (Eds.), Research in science education in Europe: Current issues and themes (p. 283). London: Falmer Press.

    Google Scholar 

  • O’Hear, A. (1989). Introduction to the philosophy of science. Oxford: Clarendon Press.

    Google Scholar 

  • Okasha, S. (2002). Philosophy of science. A very short introduction. New York: Oxford University Press.

    Google Scholar 

  • Osborne, J. (2002). Science without literacy: A ship without a sail? Cambridge Journal of Education, 32(2), 203–218.

    Article  Google Scholar 

  • Palmquist, B., & Findley, F. (1997). Pre-service Teachers; views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34(6), 595–615.

    Article  Google Scholar 

  • Petkova, K., & Boyadjieva, P. (1994). The image of the scientist and its functions. Public Understanding of Science, 3, 215–224.

    Article  Google Scholar 

  • Pomeroy, D. (1993). Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers and elementary teachers. Science & Education, 77(3), 261–278.

    Article  Google Scholar 

  • Poulson, L. (2001). Paradigm lost? Subject knowledge, primary teachers and education policy. British Journal of Educational Studies, 49(1), 40–55.

    Article  Google Scholar 

  • Rampal, A. (1992). Images of science and scientists: A study of school teachers’ views. I. Characteristics of scientists. Science Education, 76(4), 415–436.

    Article  Google Scholar 

  • Sharmann, L. C., & Harris, W. M. (1992). Teaching evolution: understanding and applying the nature of science. Journal of Research in Science Teaching, 29(4), 375–388.

    Article  Google Scholar 

  • Sorell, T. (1991). Scientism: Philosophy and the infatuation with science. London: Routledge.

    Book  Google Scholar 

  • Sperandeo-Mineo, R. (1999). Epistemological beliefs of physics teachers about the nature of science and scientific models. In Second international conference of the European Science Education Research Association. Research in Science Education, past, present and future, Kiel, Germany.

  • Stevenson, L., & Byerly, H. (1995). The many faces of science: an introduction to scientists, values and society. Oxford: Westview.

  • Tairab, H. (2001). How do pre-service and inservice science teachers view the nature of science and technology? Research in Science and Technology Education, 19(2), 235–250.

    Google Scholar 

  • Taylor, J. A., & Dana, T. M. (2003). Secondary school physics teachers’ conceptions of scientific evidence: An exploratory study. Journal of Research in Science Teaching, 40(8), 721–736.

    Article  Google Scholar 

  • Vázquez, A., & Manassero, M. A. (1998). Dibuja un científico: Imagen de los científicos en estudiantes de secundaria (Draw a scientist: Secondary students’ image of scientists). Infancia y Aprendizaje, 81, 3–26.

    Article  Google Scholar 

  • Windschitl, M. (2004). Folk theories of “inquiry”: How pre-service teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481–512.

    Article  Google Scholar 

  • Zeidler, D., & Lederman, N. (1989). The effect of teachers’ language on students’ conceptions of the nature of science. Journal of Research in Science Teaching, 26(9), 771–783.

    Article  Google Scholar 

  • Ziman, J. (1968). Public knowledge: An essay concerning the social dimension of science. Cambridge: Cambridge University Press.

    Google Scholar 

  • Ziman, J. (1995). Of one mind: The collectivization of science. New York: American Institute of Physics.

    Google Scholar 

  • Zimmerman, E., & Gilbert, J. (1998). Contradictory views of the nature of science held by a Brazilian secondary school physics teacher: Educational value of interviews. Educational Research and Evaluation, 4(3), 213–234.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centro de Investigación y de Estudios Avanzados del IPN, Unidad Monterrey, Apodaca, Mexico

    Maria Teresa Guerra-Ramos

Authors
  1. Maria Teresa Guerra-Ramos
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maria Teresa Guerra-Ramos.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Guerra-Ramos, M.T. Teachers’ Ideas About the Nature of Science: A Critical Analysis of Research Approaches and Their Contribution to Pedagogical Practice. Sci & Educ 21, 631–655 (2012). https://doi.org/10.1007/s11191-011-9395-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-011-9395-7

Keywords

Search

Navigation