The paper introduces a tool for analyzing the teaching venue (where and how the teaching happens) of science teachers, called Strands of Science Teaching (SST). Its construction was by analogy to the Strands of science Learning, a set of categories of analysis for the science teaching. Based on the concepts of Learning by Inquiry, the aspects of Nature of Science, and the teaching practice, the new set of categories were elaborated to analyze the teacher's views on their teaching venue. They are (1) encouraging interest in science; (2) teaching science as a set of knowledge; (3) encouraging reflection on the nature of scientific knowledge and scientific learning; (4) engaging with the community; (5) and encouraging identification with the scientific enterprise. The SST were tested in interviews with two teachers of secondary education who teaches different science subjects, and the interviews indicated different priorities in light of the strands. It was possible to observe that for the discipline about science methods, both teachers prioritize strands 1 and 4 in their practices. On the other hand, for traditional science classes, one teacher prioritizes strand 1, and the other, strands 1 and 2. The different distributions between the Strands of Science Teaching point to different views of teaching science present in each subject. It is inferred from the analysis that the Strands of Science Teaching can be understood as an instrument for describing teaching venues, from which strands are prioritized by teachers.