The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry-Reference-Cited by-同舟云学术

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry

Published:2022-08-25 Issue: Volume: Page:
ISSN:0926-7220
Container-title:Science & Education
language:en
Short-container-title:Sci & Educ

Author:

Valente Bianor^ORCID,Maurício Paulo^ORCID,Faria Cláudia^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11191-022-00377-5.pdf

Reference50 articles.

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2. Abd-El-Khalick, F., & Akerson, V. L. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161–2184. https://doi.org/10.1080/09500690802563324

3. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. https://doi.org/10.1080/09500690050044044

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., & Volrich, M. L. (2006). Teaching nature of science explicitly in a first-grade internship setting. Journal of Research in Science Teaching, 43(4), 377–394. https://doi.org/10.1002/tea.20132

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