The effects of the interaction of teachers' understanding of the nature of science, instructional strategy, and textbook on students' understanding of the nature of science

The purpose of this study was to understand and examine: (1) the effects of the interaction of teachers' understanding of the nature of science, their instructional strategies, and textbooks on students' understanding of the nature of science; (2) the instructional strategies that enhance students' understanding of the nature of science. This study incorporates the instrumentalist view of science which represents scientific knowledge as a product of human imagination and creativity that allows individuals to make inferences and construct arbitrary models to explain the behavior of physical phenomena (Munby, 1976).;Eight teachers were selected for this study with regard to three different criteria. First, the teachers' understanding of the nature of science (high or low) which was measured by the nature of scientific knowledge scale (NSKS) instrument. Second, the teachers instructional strategies (inquiry or traditional) which were identified by the instructional strategy identification form (ISIF) (developed by the researcher). Third, the use of Biological Sciences Curriculum Study (BSCS) textbook or other textbooks. Two tenth grade classes for each teacher totaling 320 students were included in the sample. The NSKS was administered to the students in the beginning and at the end of a 4-month period.;This study used a blend of quantitative and qualitative techniques which included the aforementioned instruments, participant observation, and follow-up interviews by the researcher. Based on the statistical data, two major findings were obtained. The interaction of teachers with high understanding of the nature of science who used an inquiry instructional method and the BSCS textbook were found to statistically enhance students' understanding of the nature of science. The inquiry teaching approach alone was also found to statistically enhance students' understanding of the nature of science more than the traditional teaching approach.;The qualitative data were analyzed for common themes reflecting the instrumentalist nature of science as it related to teachers' understanding of the nature of science, their instructional strategy, and textbooks. From the videotaped classroom observations, the inquiry teaching classes demonstrated that certain variables, such as the use of varied modes of presentation, frequent laboratory activities, questioning techniques, and offering students greater freedom to engage in classroom activities were found to be consistent with the instrumentalist nature of scientific knowledge and inquiry teaching approach. Teachers with high understanding of the nature of science and the BSCS classes also exhibited other variables associated with the instrumentalist view of the nature of science. Some of these variabies included: representing scientific knowledge as developmental, parsimonious, and unified processes.