Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction-Reference-Cited by-同舟云学术

Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction

Published:2020 Issue: Volume: Page:67-111
ISSN:2520-8594
Container-title:Science: Philosophy, History and Education
language:
Short-container-title:

Author:

McComas William F.,Clough Michael P.,Nouri Noushin

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-030-57239-6_4

Reference198 articles.

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2. Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.

3. Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (Vol. 2, pp. 1041–1060). Dordrecht: Springer.

4. Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087–2107.

5. Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785–810.

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