The Contributions of Philosophy of Science in Science Education Research: a Literature Review
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11191-023-00485-w.pdf
Reference77 articles.
1. Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42. https://doi.org/10.1080/09500690410001673810
2. 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
3. Abd-El-Khalick, F., Myers, J. Y., Summers, R., Brunner, J., Waight, N., Wahbeh, N., Zeineddin, A. A., & Belarmino, J. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks. Journal of Research in Science Teaching, 54(1), 82–120. https://doi.org/10.1002/tea.21339
4. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295–317. https://doi.org/10.1002/(SICI)1098-2736(200004)37:4%3c295::AID-TEA2%3e3.0.CO;2-2
5. Andersson-Bakken, E., Jegstad, K. M., & Bakken, J. (2020). Textbook tasks in the Norwegian school subject natural sciences: What views of science do they mediate? International Journal of Science Education, 42(8), 1320–1338. https://doi.org/10.1080/09500693.2020.1756516
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