Pre-service Elementary Teachers’ Images of Scientific Practices: a Social, Epistemic, Conceptual, and Material Dimension Perspective-Reference-Cited by-同舟云学术

Pre-service Elementary Teachers’ Images of Scientific Practices: a Social, Epistemic, Conceptual, and Material Dimension Perspective

Published:2022-10-04 Issue:3 Volume:53 Page:633-649
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Subramaniam Karthigeyan^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11165-022-10074-6.pdf

Reference23 articles.

1. Australian Government. (2017). Australia’s National Science Statement. Canberra: Department of industry innovation and science.

2. Bressler, D. M., & Bodzin, A. M. (2016). Investigating flow experience and scientific practices during a mobile serious educational game. Journal of Science Education and Technology, 25(5), 795–805.

3. European Commission. (2015). Science education for responsible citizenship. http://ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf

4. French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers’ instructional planning. Journal of Science Education and Technology, 27(6), 536–549.

5. Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553.

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