This thesis worked with participants in a science research fellowship. It contrasts deficit versions of the nature of science (NOS) with their passion for science and concern for the natural world. The thesis argues for an ontological version of NOS that captures teachers' commitment to science and opens up new possibilities for curriculum
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Degree conferred 2007
Thesis (Ph.D.)--Deakin University, Victoria, 2006
Bibliography
Includes bibliographical references (leaves 175-189)
