An analytical scheme is developed in this study from selected theoretical perspectives on the nature of science and the concept of teaching. The divergent interpretations of science of several science philosophers are examined and used to develop five dimensions of the analytical scheme. Selected philosophical analyses of the concept of teaching are described and interpreted, yielding six more dimensions. An initial assessment of its applicability is made by using the analytical scheme to examine arguments in eight passages selected from a sample of textbooks which discuss methods of teaching science. As developed, the analytical scheme may be used by science teacher educators in the design and evaluation of various aspects of their programs; several possible applications are noted. The theoretical perspectives developed in the study provide a sound conceptual basis for research concerned with views of science and teaching actually held by teachers, views implied by teachers' teaching behaviors, and processes by which views or teaching behaviors actually do change. (Author/MH)