[[abstract]]This study aims to explore the information behavior of biology teachers in junior high school. Semi-structured interview and classroom observation data of seven biology teachers in junior high school were collected and analyzed by using the grounded theory. Research results show that biology teachers would access information from outside information sources and inside experience sources. Their information need includes information of conceptual representation, student, subject matter, pedagogical content, general pedagogy, general instructional context, and special experience. The instructional process of biology teachers exhibits the following ten behavioral characteristics, namely, definition, comprehension, collection, selection, organization, transformation, instruction, evaluation, reflection and modification. It was also found that teacher himslef, students, and instructional context would be the activating and intervening factors of information behavior. Achieving the teaching goals, biology teachers would exhibits their information behavior to deal with instructional representation. That is, they would organize and transform their subject matter knowledge into the instructional representation. Teaching evaluation and reflection would also be the basis of further instructional modification. Finally, study makes some suggestions for the design of information service systems.
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