Abstract
Science is a world view formed in the culture of a society that reflects on natural phenomena. Teachers build their world views through life experiences in the society and culture of which they are a part. The world view science teachers hold is essentially related to their teaching and affects students' learning of science concepts. Science teachers' world views are crucial to science curriculum development and implementation. Research on science teachers' world views is needed to improve science education. This study is divided into three phases. The first phase involved the revision of a questionnaire designed to assess world view presuppositions. The questionnaire was developed by Ogunniyi and others in 1995. The phase involved the selection of subjects and the administration of the questionnaire. The revised questionnaire of world view presuppositions was distributed to all teachers of primary and secondary levels in Hsinchu county. A total of 1070 teachers completed and returned the questionnaire. The 1070 subjects were divided into four sample clusters: secondary science teachers, secondary non-science teachers, primary science teachers, and primary non-science teachers. The third phase involved the analysis of data. The results of this study indicate that the world view presuppositions of teachers' in Hsinchu are more diversed when compared with those implied by Ogunniyi and his colleagues.