“Why would Benjamin Franklin want to know if lightning was electricity?” elementary teachers and students making sense of the nature of science during interactive read-alouds-Reference-Cited by-同舟云学术

“Why would Benjamin Franklin want to know if lightning was electricity?” elementary teachers and students making sense of the nature of science during interactive read-alouds

Published:2021-01-25 Issue:1 Volume:16 Page:47-69
ISSN:1871-1502
Container-title:Cultural Studies of Science Education
language:en
Short-container-title:Cult Stud of Sci Educ

Author:

Rivera Seema^ORCID,Oliveira Alandeom

Publisher

Springer Science and Business Media LLC

Subject

Cultural Studies

Link

http://link.springer.com/content/pdf/10.1007/s11422-020-09988-2.pdf

Reference48 articles.

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2. Abd-El-Khalick, F. (2002). Rutherford’s enlarged: A content-embedded activity to teach about nature of science. Physics Education, 37(1), 64–68. https://doi.org/10.1088/00319120/37/1/309.

3. Abramzon, N., Saccoman, S., & Hoeling, B. (2017). Improving the attitude of pre-service elementary school teachers towards teaching physics. International Journal of Elementary Education, 6(3), 16–23. https://doi.org/10.11648/j.ijeedu.20170603.11.

4. Akerson, V. L., & Abd El Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth-grade teacher. Journal of Research in Science Teaching, 40(10), 1025–1049. https://doi.org/10.1002/tea.10119.

5. Akerson, V. L., & Abd-El-Khalick, F. (2005). How should I know what scientists do—I’m just a kid: Fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17, 1–11. https://doi.org/10.1007/BF03174669.

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