Beijing Primary School Science Teachers Of Science And Its Impact On Teaching

Nowadays, during the process of international science education reform, the view of science is one of the most important issues. Teachers' view of science can influence the result of science education directly. This paper attempts to present the current state of Beijing primary teachers' view of science through an empirical research.The whole paper consists of four parts. In the first part, it starts with the introduction of the reasons why the author chooses this topic, which follows by the review of the relevant literature and the research methods, then it ends with the limitation of the research ; the second part is about the theory background of the view of science, in this section, the author mainly illustrates the two specific epistemologies of the view of science, one relating to a traditional view and the other relating to a constructivist view, and reveals the relationship between view of science and science education; in the third part, it analyses the current state of some Beijing primary science teachers' view of science; the last part draws conclusions, and the main assertions arising from this study are that(1)teachers' view of science parallels with their teaching strategies ;(2)teachers who take part in this study have not fully embraced the constructivist view of science;(3)teachers still can't integrate their beliefs and the teaching content.It is recommended from the findings of this study that new innovative professional development programs based on a constructivist philosophy should be provided for all primary science teachers. Such programs should take place in learning communities of other teachers and educators similar to the constructivist community that teachers are trying to provide for their students. Professional development programs based on the constructivist approach may also help teachers to understand the constructivist view of science as they reflect on the process of their own learning.