In the eyes of the beholder: Beginning teachers' conception of the nature of science and science teaching

Abstract

This paper seeks to explore how beginning elementary school teachers in Singapore conceive the scope and nature of science, and to understand the relationship between these views and their present approach to, as well as their past experience of, science teaching and learning. Some epistemological obstacles towards a constructivist pedagogy are discussed. Based on one model of teacher education and professional development, some suggestions on how teachers can consciously monitor and develop their pedagogy are provided. The findings provide a knowledge base for a more systematic intervention study in the local context in the future.