Investigating the relationship between teachers' nature of science conceptions and their practice of inquiry science

In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS conceptions and inquiry beliefs and practices as separate phenomena rather than understanding how one influences the other. A few studies (e.g. Akerson, Abd-El-Khalick, & Lederman 2000; Bencze, Bowen, & Alsop, 2006; Keys & Bryan, 2000; Lotter et al, 2007; Tsai 2002) implies a relationship between science teachers' NOS conceptions and their practices and beliefs about inquiry, which necessitates further research on the relationship (Eick, 2000; Tsai, 2002).The purpose of this study is to understand how science teachers' NOS conceptions relate to their beliefs about inquiry and influence their inquiry science practices in the classroom as revealed through online learning. The participants of this study are practicing teachers who were accepted into an online science education Masters Program. Findings suggest that the teachers who possess more sophisticated understanding of NOS implement less structured inquiries. A better understanding of NOS conceptions assists the teachers in developing a higher appreciation of inquiry science instruction. It further enables them to realize how NOS concepts, inquiry science instruction, and the goal of creating a scientifically literate society fit all together.