The presumed relationships between teachers’ conceptions of science and those
of their students as well as that between teachers’ conceptions and instructional behaviors
were finally directly tested and demonstrated to be too simplistic, relative
to the realities of the classroom, as a result of a series of investigations (Brickhouse,
1989, 1990; Duschl & Wright, 1989; Lederman, 1986a; Lederman & Druger, 1985; Lederman
& Zeidler, 1987; Zeidler & Lederman, 1989).