| Since 20th century, science, culture and society developed much faster than before, the goal of science education is also developed with the society. Scientific literacy has been a perennial goal in science education for over 100 years. Although there are many definitions of scientific literacy, its core concern is with students'ability to apply their scientific knowledge to make informed decisions about scientifically-based personal and societal issues. It has become clear that a knowledge of the development and characteristics of scientific knowledge is critical to making such decisions. In other words, students'views of nature of science have received increasing importance in our attempts to develop a scientifically literate populace.This research tried to use an open-ended instrument to:(a) compare with the views of nature of science of Zhejiang science teacher and Chicago science teacher;(b) compare with the pre test and post test of Chicago science teacher, (c) Compare with teachers'views of nature of science in Zhejiang and the post test of Chicago science teacher. The finding with that is:(a) there is no difference in the views of nature of science between Chinese science teachers and American science teachers before instruction; (b) the aspects of "subjectivity""observation vs. inference" and" theory vs. law" is weakly recognized by science teacher; (c) the result of the test between Chinese science teacher and the post test of American science teacher show that they have a significant difference;(d)the result of the test between pre test and post test of American science teacher show that they have a significant difference; (e) teachers'training about nature of science is helpful to improve the views'of nature of science of science teacher; (f) Improving the views'of nature of science of science teacher needs enough time and chance to let science teacher learn about science.Finally, some suggestions are offered for future research.
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