The purpose of this study was to investigate aspects of the Nature of Science (NOS) concepts and teaching practices acquired by inservice teachers who participated in a teacher education program at the National Changhua University of Education in Taiwan. Two instructors used both case-history and demonstration approaches to help science teachers understand NOS concepts and model teaching practices. A questionnaire, Understanding of the Nature of Science Scale (Chinese version), was administered before and after the course. In addition, weekly group discussion reports, teachers' reflective journals, and the instructors' logs were collected during the course processing. Findings revealed that the inservice teachers were impressed by the subjective nature of generating scientific knowledge, and the human nature of the scientists. Thus, the teachers' conceptions of the NOS relative to the subjective and tentative nature of scientific knowledge were changed dramatically as a result of the course. Relative to pedagogy, the teachers indicated a preference for providing concrete activities in the context of group work in order to guide students' understanding of the social negotiation processes and inquiry aspects of the NOS. Factors which influenced the teachers' conceptions of the NOS included their image of scientists and their understandings of the nature of scientific inquiry. The science teachers' views of teaching the NOS were reinforced by their new conceptions of the NOS, by other methods courses, and by the teaching methods used by the instructors in the NOS course. Contains 26 references. (WRM)