Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-021-09993-7.pdf
Reference40 articles.
1. 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.
2. Abd-El-Khalick, F., & Akerson, V. L. (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. 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.
4. Akerson, V. L., & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: a yearlong case study of a fourth-grade teacher. Journal of Research in Science Teaching, 40(10), 1025–1049.
5. Akerson, V. L., & Abd-El-Khalick, F. S. (2005). “How should i know what scientists do?—I am just a kid”: fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17(1), 1–11.
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