ABSTRACT
Most science teachers, textbooks and curricula consider progress in science to be based entirely on experiments, which provide evidence that unambiguously leads to the formulation of scientific theories. A historical reconstruction of the different topics of the science curriculum reveals that although experiments are important, interpretation of the data is even more important. In order to develop their research programs, besides the experimental data, scientists rely on their guiding assumptions (presuppositions), which inevitably leads to con flicts and controversies. Review of the literature based on textbook analyses reveals almost a complete lack of understanding of the role played by presup positions, contradictions, controversies and speculations (Niaz, 2008a). In the early stages of all research, scientists are groping with difficulties, future of the research cannot be predicted, interpretations are uncertain and stakes are high due to competing groups (peer pressure). Furthermore, students’ understand ing of nature of science is quite similar to that of the textbook. The traditional science curriculum in general would seem to ignore the “how” and “why” of science in the making. Studies presented in this book suggest that the teacher, by “unfolding” the different episodes (based on historical reconstructions), can emphasize and illustrate how science actually works, namely tentative, contro versial rivalries among peers and alternative interpretations of data. Con sequently, innovating science teacher education is an important part of the research agenda. According to Gage (2009), as compared to other areas in education, research on teaching has been neglected and suggests the following topics for research: need for a theory, evolution of a paradigm for the study of teaching, conception of the process of teaching, conception of the content of teaching, conception of students’ cognitive capabilities and motivations, conception of classroom man agement and the integration of these conceptions. Borko, Liston and Whitcomb (2007) have also recognized that teacher education is relatively a new field of study. Furthermore, these authors have emphasized the importance of research in teacher education and suggested:
Several sound research genres are available to the teacher education research community, each genre better suited for some questions than others. The researcher’s first and most essential role is to pose questions of practical and
theoretical significance. Researchers then should evaluate which genre or combination of genres best fits the question(s) and the resources available to conduct a well designed study.
