Using a case-study approach,
Brickhouse investigated three secondary science teachers’ views on the relationship
between science and technology, the influence of such views on classroom practice
(1989), and the relationship between the same teachers’ conceptions of NOS and
classroom practice (1990). Two of the three teachers (who were also the experienced
teachers) exhibited classroom practices that were consistent with their personal
views and philosophy, whereas the beginning teacher’s classroom practices were
not congruent with his beliefs. Duschl and Wright (1989) observed and interviewed
13 science teachers in a large urban high school. Their results convincingly indicated
that the nature and role of scientific theories are not integral components in
the constellation of influences affecting teachers’ educational decisions. NOS was
not being considered or taught to students as a consequence of perceived students’
needs, curriculum guide objectives, and accountability