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Learning about scientists and their culture while experiencing explicit instruction of NOS has demonstrated improved understandings of NOS (Bianchini & Colburn, 2000). However, Morrison, Raab, and Ingram (2009) identify that there is still a shortage of literature available addressing how teachers' view of NOS and SI may be impacted through interactions with scientists when not involved in authentic research. To this author's knowledge, there is no research available that investigates teachers' instruction of NOS and SI while in the same condition.
The purpose of this study was to explore the relationships of in-service teachers' views of scientists, their understandings of NOS and SI, their view of teaching NOS and SI while engaged in a professional development experience that provided participants with a sustained immersion into the culture, beliefs and knowledge of scientists while in a NOS and SI course.
Teachers showed substantial changes (pretest to posttest) on all seven aspects of NOS. And, as with NOS, teachers showed substantial improvement on all four aspects of SI investigated.
The results of this investigation suggest an approach to teaching nature of science and scientific inquiry that may be an effective, lasting and efficient use of scientist-teacher educator collaborations. This is not to imply that a scientist-science teacher educator collaboration is more effective than in its absence. However, a sustained and more choreographed teacher-scientist relationship may be a good format for in-service scientist-science teacher educator programs.