Culture wars in the classroom: Prospective teachers question science

Does studying about the nature(s) of science contribute to a prospective te achers' effectiveness as a science teacher? This research grew out of a cou rse created by a science educator and historian of science who believed pro spective teachers needed more complex understandings of the cultural wars s urrounding science. The research team consisted of five prospective teacher s who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspect ives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicit s tacit beliefs about school science as it introduces more complex understa ndings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex under standings about the nature(s) of science. We contend that willingness to gr apple with complexity and developing a professional identity by locating on eself in the conversations about the nature(s) of science are better criter ia for determining the professional growth of prospective teachers than kno wledge measures. Finally, we argue that prospective teachers should be view ed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education p rograms for prospective teachers and teacher-educators alike. (C) 2000 John Wiley & Sons, Inc.