Science teachers have an inaccurate view of the nature of science.
When students and teachers are compared, they both seem to score equally poorly on nature of science assessments. Science textbooks and scientific papers distort the nature of science. Pupils' views about the philosophy of science are influenced by the way in which they are taught science even if their teacher does not attempt to do so explicitly. Preservice or inservice courses emphasizing the nature of science can result in significant gains in teacher scores on instruments designed to measure understanding of this concept. Where attempts have been made to include teaching about the history and philosophy of science, they have been found effective in improving the students' understanding of this concept.