Abstract
Should stories about fraud in science be taught in secondary science class? Brush raised this issue 20 years ago when the history of science was ifrst regarded as a potential component in effective science teaching and learning. Currently reforms in science education place a strong emphasis on the history of science, which is expected to help students' understand the nature of science. However, fraud in science is not a concern among science educators in Taiwan even though an understanding of the nature of science is emphasized in national science curriculum. This paper explores the meaning and values of scientists' "improper behavior" in secondary science education in Taiwan.