Study On The Relationship Between Chemistry Teachers' Nature Of Science And The Choosing Of The Teaching Actions

Improving the students'view on"Nature of Science"has been focused in science education recently, and it has been critical elements for developing scientific literacy of all learners. It is both one of the core elements of the students' scientific accomplishment and one of the important aims of scientific education to train students with views of natural science which adapt them to the development the of society and science. The key to achieve this goal is that science teachers have profound understanding of nature of science and show relevant teaching actions.In this thesis, we firstly analysis in the latest 50 years, philosophy of science has developed continuously, from the logical positivism in the past to the constructivism, the main trend in the contemporary era. The connotation of the science essence has also experienced a great change. We also analysis the relationship between teachers'believe and their teaching actions. Then make a prejudication that believe play an important role in teaching actions.Secondly, in order to prove that believe play an important role in teaching actions, we design questionnaire A and questionnaire B to review the consistency between teaching actions and the believe which we have been designed beforehand. Then we make a conclusion by statistic evidence that there is a consistency to a great extent between the nature of science and teaching actions. The nature of science of a teacher play an important role in teaching actions such as the choosing of the history of chemistry, the teaching of the history of chemistry, the instruction and planning of scientific inquiry and the choosing of directive language.Finally, we sum up the teachers'different teaching actions when they have different conceptions of nature of science and put forward some suggestion.