Teacher’s Conceptions Of Scientific Activity And The Nature Of Science

Abstract

The genetics portion of the second-year baccalaureateclass is a prime time for learning about the nature of science and scientific activity. In this regard, we attempted to identify the conceptions of six biology teachers by interviewing them about their classroom practices - specifically on the sequence of discovering the nature of genetic information. The analysis of the interviews reveals poorly trained conceptions about the nature of science and the scientific method. All teachers interviewed have a linear logic of discovery in science; and the empiricist tradition, remains very prevalent in the epistemic conceptions of these teachers, overvaluing observation and experience in relation to other theorizing processes .This form of staging scientific knowledge leads teachers to present a distorted image of science and scientific activity.