The Classroom Teaching Based On The Nature Of Science:the Case Of A High School Biology Teacher

With the development of the society, cultivating citizens with good scientific literacy is one of the important goals in scientific education. The nature of science is the important basic of scientific literacy which has become the frontier issue. More and more countries and regions take the nature of science as the science curriculum. However, the importance of the nature of science education in our country has not been paid enough attention in the biological education. The most outstanding problem is that teachers’understanding of nature of science is generally low. Besides, teacher’s teaching behavior rarely reflects in the nature of science education. In the past few years, the nature of science teaching for teachers has aroused people’s concern.This research attempts to present a high school biology teacher’s understanding of nature of science, analyzing the relationship between the nature of science and teaching practice. Then puts forward some related suggestions. According to the research purpose of this study, the scientific problems need to be solved are as follows:(1) What are the teacher’s view on nature of science in the study? (2) Whether the teaching process reflects teacher’s view of nature of science? (3) How the relationship between the behavior of the teacher’s and the teacher’s teaching practice?We tried to fully understand teacher’s view on need of science by questionnaire, semi-structured interviews and repertory grid interviews. And we analyzed the teaching plans and teaching videos to summarize the teacher’s view on nature of science.The comprehensive results of teacher’s view on nature of science showed that the score of the case teachers agreed the basic connotation of modern nature of science. Parts of the connotation of the understanding were contradictions. However, the scientific inquiry activities dimension partial to tradition. I summarized the four aspects in "scientific world view", "science inquiry activities", "scientific undertaking" and "scientific attitude". The teacher’s view on nature of the science and the connotation of the scientific nature of the questionnaire overlap. Overall view, the teacher’s view on nature of science tends to modern nature of science, and "scientific world view" and "scientific undertaking" were better than "science inquiry activities".In the teaching practice, the two sections of the case teacher’s record for the nature of science were correlation with her view on nature on science. The teacher tends to traditional lectures. She attached importance to a knowledge goal, ignoring students’ scientific inquiry activities, and teaching the nature of science in a very limited degree. According to the research results, the author puts forward some suggestions for future research on the nature of science. (1)To improve the teaching practice of the nature of science by promoting the professional growth of teacher’s view on nature of science; (2) encourage teacher to study and improve the teaching of the nature of science; (3) invite experts or scholars to guide and help teachers to carry out the teaching of the nature of science.