How Did Darwin Prefer His Tea?

Author:

Ampatzidis GeorgiosORCID,Ergazaki Marida

Funder

State Scholarships Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference72 articles.

1. 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

2. Allchin, D. (2003). Scientific myth-conceptions. Science Education, 87(3), 329–351. https://doi.org/10.1002/sce.10055

3. Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486. https://doi.org/10.1002/sce.21111

4. Ampatzidis, G., & Ergazaki, M. (2014). Towards a learning environment for challenging the idea of the balanced nature: Insights from the first cycle of research. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 3 (pp. 44–54). Nicosia, Cyprus: European Science Education Research Association.

5. Ampatzidis, G., & Ergazaki, M. (2016). Can the idea of “Balance of Nature” be effectively challenged within a model-based learning environment? Insights from the second cycle of developmental research. In T. Tal & A. Yarden (Eds.), The Future of Biology Education Research (pp. 7–20). Haifa, Israel: ERIDOB.

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