One significant finding of this investigation is related to the particular intervention derived
from our previous investigation. Research has clearly shown that teachers' conceptions of the
nature of science do not necessarily translate into classroom practice (Brickhouse, 1990; Duschl
& Wright, 1989; Hodson, 1993; Lederman, 1992; Lederman & Zeidler, 1987). The same was
true for the participants in our previous investigation. Consequently, one of the primary purposes
of this investigation was to pursue ways to facilitate this translation