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.