Abstract
Science education research in the Anglophone Caribbean has been developing on several fronts at a steady space over the past forty years. These include research in such areas as: the role and purposes of science education, culture and cognitive development, science curriculum development, science teacher education, the impact of science on social issues and concerns, scientific literacy and the relationships between Caribbean beliefs and conventional science i (Sweeney, 2003). No research over this period, however, has focused on teachers’ views of the nature of science or has explored cross-cultural studies of teacher beliefs comparing Caribbean teachers’ belief about the nature of science to those of teachers in other regions of the world such as Africa, Asia or Australia.
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