Middle School Graduates’ Understandings of Scientific Inquiry and Its Relation to Academic Achievement
Author:
Funder
Marmara Üniversitesi
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10763-023-10365-y.pdf
Reference80 articles.
1. Abd-El-Khalick, F. (2012). Teaching with and about the nature of science, and science teacher knowledge domains. Science and Education, 22(9), 2087–2107. https://doi.org/10.1007/s11191-012-9520-2
2. Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095. https://doi.org/10.1002/1098-2736(200012)37:10%3C1057::AID-TEA3%3E3.0.CO;2-C
3. Aikenhead, G. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
4. Alisir, Z. N., & Irez, S. (2020). The effect of replicating historical scientific apparatus on high school students’ attitudes towards science and their understanding of nature of science. Science & Education, 29(5), 1201–1234. https://doi.org/10.1007/s11191-020-00148-0
5. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.
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