Epistemological undercurrents in scientists' reporting of research to teachers

Our investigation focused upon how scientists, from both a practical and ep istemological perspective, communicated the nature and relevance of their r esearch to classroom teachers. Six scientists were observed during presenta tions of "cutting-edge" research at a conference for science teachers. Foll owing the conference, these scientists were interviewed to discern how each perceived the nature of science, technology, and society in relation to hi s particular research. Data were analyzed to determine the congruence and/o r dissimilarity in how scientists described their research to teachers and how they viewed their research epistemologically. We found that a wide arra y of scientific methodologies and research protocols were presented and tha t all the scientists expressed Links between their research and science-tec hnology-society (STS) issues. When describing their research during intervi ews, the scientists from traditional content disciplines reflected a strong commitment to empiricism and experimental design, whereas engineers from a pplied sciences were more focused on problem-solving. Implicit in the data was a commitment to objectivity and the tacit assumption that science may b e free of values and ethical assumptions. More dialogue is recommended betw een the scientific community, science educators, and historians/philosopher s of science about the nature of science, STS, and curriculum issues. (C) 2 000 John Wiley & Sons, Inc.