Publisher： Common Ground Publishing
E-ISSN： 2327-915x|19|3|13-32
ISSN： 2327-7971
Source： The International Journal of Science, Mathematics and Technology Learning, Vol.19, Iss.3, 2013-01, pp. : 13-32
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
The nature of science (NOS) is widely regarded as one important strand for students. The major responsibility of science teachers is to develop an adequate informed understanding about NOS in the students they teach. To do that, basically, science teachers themselves must possess an adequate informed understanding about NOS. The purposes of this study are: a) to explore Bangladeshi science teachers’ conceptions of NOS and b) to develop their NOS conceptions. The study revealed that a significant number of science teachers in Bangladesh held uninformed conceptions of NOS. However, the workshop designed for this study could help the participating science teachers develop more informed conceptions of NOS. The educational context of Bangladesh potentially affected science teachers’ awareness of the importance of NOS teaching and learning, and also their conceptions of NOS.
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