A Case Study Of Elementary Science Teacher's Conceptions Of The Scientific Inquiry

Scientific inquiry as a contemporary science theme of basic education in the field of international, scientific inquiry affect the implementation and development of scientific inquiry teaching, Therefore, this dissertation is focused on the view of elementary science teachers' scientific inquiry?This paper reviews the development process of the nature of science and scientific inquiry concept based on a literature review, proposes the nature of science and scientific inquiry outlook in this study, uses the internationally popular nature of science questionnaire VNOS-D and scientific inquiry questionnaire VOSI-S to survey elementary science teacher' understanding. The writer selects three typical form survey data and teacher background as the study cases, depth analyses of three teachers' understanding of science and scientific inquiry, depth analyses of the deviation and myths which exist three teachers on the concept of scientific inquiry. Finally, the writer concludes with recommendations to improve teachers' view of scientific inquiry from teacher training and teachers themselves in two dimensions.The study found that three science teachers of scientific inquiry beyond the traditional levels, and teacher C is close to a deep level. Three teacher's idea about inquiry process as a guide to the issues and findings are consistent with the data collected reaches a consensus issue, in other seven issues, they are more or less disagree, following major myths: the concept of scientific inquiry and inquiry teaching confusion, can't distinguish between experiment and explore, blindly believe that scientific authority, can't distinguish between the relationship of evidence, the data and conclusions. Based on the above findings, the author proposed improvement measures from teacher training and teacher themselves in two dimensions.