American International Journal of Social Science

Secondary School Biology Teachers’ Perceptions of the Nature of Science Grace
C. W. Ndeke, Fred N. Keraro

Abstract
The purpose of this study was to investigate secondary school biology teachers’ perceptions of the Nature of Science. Cross-section survey research design was employed. The population of the study comprised of all biology teachers in public secondary schools in Kericho and Kajiado counties in Kenya. The total population of biology teachers was 347 from which a sample of 205 was selected using proportionate random sampling technique. A biology teachers’ questionnaire was used to collect data. Descriptive statistics was used to analyze the data. The findings reveal that a high percentage of teachers do not have informed views of the Nature of Science (NOS). The findings provide valuable information to the teacher trainers and policy makers that majority of teachers’ perceptions reflect their inaccurate conceptualization of the NOS and that is likely to influence their classroom practices. It is recommended that elements of the philosophy of science and more specifically NOS beintegratein their teacher education courses. This would enable teachers to have a better understanding of NOS and positively influence their classroom practices and enhance the learning of science subjects at the secondary school level.

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