Challenges and Changes: Developing Teachers’ and Initial Teacher Education Students’ Understandings of the Nature of Science
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/article/10.1007/s11165-016-9543-9/fulltext.html
Reference41 articles.
1. Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.
2. Abd-El-Khalick, F., & Akerson, V. (2004). Learning as conceptual change: factors mediating the development of preservice teachers’ views of nature of science. Science Education, 88(5), 785–810.
3. Abd-El-Khalick, F., & Akerson, V. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161–2184.
4. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: making the unnatural natural. Science Education, 82, 417–437.
5. 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.
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