A case study on the view of the nature of science, teaching belief and teaching practice of biology teacher in junior high school

[[abstract]]This is an interpretative study that chose a biology teacher in junior high school as the study sample, who has 13 years experience in biology teaching. The goals of this study were to explore the consistency of the nature of science, teaching belief and teaching practice of the teacher, and the factors which affect the nature of biology teachers. The results of this study indicated that the teacher’s teaching practice was consistent with his teaching belief. His teaching practice could really reflect the beliefs of his teaching. But, there were still some external factors that would affect his teaching practice, such as pressure of class time, teaching schedule, student’s academic degree and students’ after school lessons. The teacher’s teaching belief of the nature of science played an important role in his teaching of the nature of science. The external factors could affect the teacher’s teaching ideas and practices through his belief of the nature of science. In addition, the teacher’s belief of nature of science tended to adopt the approach which integrated history of science into his teaching for conveying the nature of science to students. Base on the result, it was suggested that the training for the pre-service and in-service teachers’ professional development should improve the teacher’s belief on their nature of science. In addition, Educational institutions should promote and plan some complete curriculums integrated with the history of science in science teaching courses.