Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11191-022-00382-8.pdf
Reference172 articles.
1. Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 2(2), 2087–2107.
2. Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785–810.
3. 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.
4. Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.
5. Abd-El-Khalick, F., Myers, J. Y., Summers, R., Brunner, J., Waight, N., Wahbel, N., Zeineddin, A. A., & Belarmino, J. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in US high school biology and physics textbooks. Journal of Research in Science Teaching, 54(1), 82–120.
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