Changing minds or rhetoric? How students use their many natures of science to talk about evolution
Author:
Funder
Directorate for Social, Behavioral and Economic Sciences
Publisher
Springer Science and Business Media LLC
Subject
Cultural Studies
Link
http://link.springer.com/content/pdf/10.1007/s11422-018-9865-1.pdf
Reference53 articles.
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2. Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education,95(3), 518–542. https://doi.org/10.1002/sce.20432 .
3. Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education,87(3), 352–377. https://doi.org/10.1002/sce.10063 .
4. Borgerding, L. A. (2017). High school biology evolution learning experiences in a rural context: A case of and for cultural border crossing. Cultural Studies of Science Education,12(1), 53–79. https://doi.org/10.1007/s11422-016-9758-0 .
5. Demastes, S. S., Good, R., & Peebles, P. (1995). Students’ conceptual ecologies and the process of conceptual change in evolution. Science Education,79(6), 637–666. https://doi.org/10.1002/sce.3730790605 .
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