How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?

Author:

Goren DilaraORCID,Kaya Ebru

Funder

Boğaziçi Üniversitesi

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference80 articles.

1. Abd-El-Khalick, F. (2014). The evolving landscape is related to assessment of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research in science education (Vol. 2, pp. 621–650). New York, NY: Routledge.

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

3. Akbayrak, M., & Kaya, E. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education, 42(11), 1834–1861.

4. Akben, N. (2018). Effects of the problem-posing approach on students’ problem-solving skills and metacognitive awareness in science education. Research in Science Education, 50, 1–23.

5. Akerson, V., & Donnelly, L. A. (2008). Relationships among learner characteristics and preservice elementary teachers’ views of nature of science. Journal of Elementary Science Education, 20(1), 45–58.

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