Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
Author:
Funder
Scholarship of Teaching and Learning Grants, Center for Teaching and Learning, American University of Beirut.
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11191-024-00498-z.pdf
Reference71 articles.
1. 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.
2. Acar, O., Turkmen, L., & Roychoudhury, A. (2010). Student difficulties in socio-scientific argumentation and decision-making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32(9), 1191–1206. https://doi.org/10.1080/09500690902991805
3. Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies in Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40, 1063–1081. https://doi.org/10.1007/s11251-011-9202-5
4. Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers’ views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748–770.
5. American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans. Oxford University Press.
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