Beyond duality; Life-world and science teacher training curriculum with phenomenological attitude

Among the components of the curriculum, the teacher is the most important human factor as the interface of the intended and executed program. Epistemological beliefs of teachers in general and science teachers in particular affect their teaching methods and consolidate the teaching process. Phenomenological approach as one of the most important philosophical approaches of the last century in various fields of science, including research methodologies in education And education has gradually gained legitimacy among researchers. The main questions of the present article are: From a phenomenological point of view, what is the idea of ​​nature as a subject of science? What are the basic features of the science curriculum and science teacher training from a phenomenological perspective? The answers to these questions provide an epistemological framework for the consistency of the beliefs of science teachers. The research method of the article is to use philosophical research (conceptualization, concept analysis, evaluation of conceptual structure).
The results indicate that the picture of nature that perceived from phenomenology perspective is beyond the subject and object as classical epistemological conceptualization, and based on this, a phenomenological model was presented to train science teachers, which is the overlapping circles at the center, including nature and the next outer circles student, Teacher, approaches to science education and life world .