Elaborating Nature of Engineering Through Family Resemblance Approach
Author:
Funder
National Science Foundation
TUBITAK
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11191-023-00452-5.pdf
Reference94 articles.
1. Abd-El-Khalick, F., & Lederman, N. G. (2000a). 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
2. Abd-El-Khalick, F., & Lederman, N. G. (2000b). The influence of history of science courses on students’ conceptions of the nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
3. Akerson, V., Hanson, D. L., & Cullen, T. A. (2007). The influence of guided inquiry and explicit instruction on K-6 teachers’ views of nature of science. Journal of Science Teacher Education, 18(5), 751–772. https://doi.org/10.1007/s10972-007-9065-4
4. Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518–542. https://doi.org/10.1002/sce.20432
5. Antink-Meyer, A., & Brown, R. A. (2019). Nature of engineering knowledge. Science & Education, 28(3), 539–559. https://doi.org/10.1007/s11191-019-00038-0
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