Intentionally Teaching Towards Scientific Literacy: Its Impact on K-2 Students’ Globalized Science Investigations in Pre-service Teachers’ Practicum Experience
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-46073-9_6
Reference15 articles.
1. Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G. (2000). The influence of a reflective activity based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317.
2. Bartels, S. L., & Lederman, J. S. (2022). What do elementary students know about science, scientists and how they do their work? International Journal of Science Education.
3. Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(5), 487–509.
4. Chiu, M. S. (2017). Repeated field teaching: Preservice Teachers’ changes in teaching efficacy and theories of mathematics teaching. Journal of Advances in Education Research, 2(4).
5. Kazempour, M., Amirshokoohi, A., & Blamey, K. (2020). Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers. European Journal of Science and Mathematics Education, 8(1), 67–75.
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