Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’

Author:

Mansour Nasser,Wegerif Rupert,Skinner Nigel,Postlethwaite Keith,Hetherington Lindsay

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference43 articles.

1. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science. A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

2. Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 1(45), 101–131.

3. Axelsson, K., & Goldkuhl, G. (2004). Theory Modelling-Action focus when building a multi-grounded theory. Proceedings of the 3rd European Conference on Research methods in Business and Management, Reading UK.

4. Blanchette, J. (2001). Questions in the online learning environment. Journal of Distance Education, 16(2), 37–57.

5. Chen, C.-H., & She, H.-C. (2012). The impact of recurrent on-line synchronous scientific argumentation on students’ argumentation and conceptual change. Educational Technology & Society, 15(1), 197–210.

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