The Research On The Primary School Nature Teachers' Science Literacy Conceptions

In the new curriculum reform, the science will replace the nature of the primary schools. The emphases of the objectives of the curriculum will be put on cultivating the science literacy of the students, but not merely on increasing science knowledge. The nature science teachers will implement the science directly, so their conceptions of science literacy have a deep effect on the curriculum reform. So the issue of nature teachers' science literacy conceptions is worthy of discussing.Firstly, we reviewed the typical science literacy conceptions and dimensions of science literacy conception both from our country and other countries, and an analysis frame of science literacy conception was constructed. Then we also reviewed the effects of science literacy conception on the instruction. Secondly, the observation and interview were used to explore the nature teachers' science literacy conception in Guangzhou, and the data was used to analyze the conception. Finally, the example analysis method was used to analyze the science literacy conception influence on the instruction.The research results included the following: firstly, four dimensions of identifying teachers' conception were suggested: science knowledge, science attitude, science process and creativity. Secondly, three categories of science literacy conceptions were identified according to their views on each dimension varied from the most parochial extreme to the most open extreme. They are single-closed conception of science literacy, multi-isolated, open-complicated conception of science literacy. Thirdly, we found the teachers' conception influences the content choosing, teaching behaviors and homework the research.