This research examines Secondary Science (SS) teachers’ conceptions of and approaches to teaching and learning science. It investigates the translation of these conceptions into teachers’ everyday classroom practices in secondary government schools in Brunei Darussalam. This study attempts to move beyond a description of science teachers’ conceptions and approaches towards an explanation of why SS teachers teach or practice the way they do. The traditional assumption about the nature of teaching and learning science by Bruneian science teachers may differ to that of the western (established) assumption. This is because the Falsafah Negara Brunei Darussalam, the Brunei national ideology of Melayu Islam Brunei (MIB), or the Malay Islamic Monarchy is deeply rooted and embedded in the lives of all Bruneian citizens. Brunei’s newly revamped educational policies promote lifelong learning culture by way of the National Education System (Sistem Pendidikan Negara Abad ke-21, SPN 21).

The purpose of the current investigation was to gain insights into how government secondary school science teachers conceptualise their teaching and learning, and to consider how these insights could be utilised by science teacher educators in supporting reform.

The research employed a mixed methods research methodology utilising both qualitative and quantitative components. The qualitative component involved semi-structured interviews and direct classroom observations of four SS teachers. The complementary quantitative component of the research involved the administration of a questionnaire survey.

The qualitative findings revealed that science teachers displayed a range of teaching styles and behaviours in both their professed and actual pedagogical practice. Their teaching styles ranged from didactic, transitional, and conceptual to early constructivist. However, in some instances, the teachers expressed beliefs that were not always congruent with their actual teaching practice. Quantitative findings suggested that Bruneian SS teachers can be grouped into three clusters. These clusters were: (a) Teaching for Tests; (b) Teaching to Convey Comprehension; and (c) Constructivist Teaching Approaches.

The four SS case teachers from the qualitative component corroborated the findings from the quantitative data. The quantitative data revealed SS teachers’ conceptions of teaching and their beliefs of how students learn. The collection of both quantitative data and graphical presentations, and qualitative data as a case study provided a sound support of a research-based informed evidence towards assessing the quality of teaching and learning in secondary science education in Brunei. Thus, one potential implication of the research was the prospect of facilitating prospective science teachers to develop reform-based ideas (SPN 21) and instructional approaches about science teaching and learning for the new millennium.

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