The Potential of Nature of Science (NOS) in Special Education (SPED): Preservice Teachers’ Conceptions, Plans, and Identified NOS Implications for SPED
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-023-10125-6.pdf
Reference60 articles.
1. Abd-El-Khalick, F. (2013). Teaching with and about the nature of science and science teacher knowledge domains. Science & Education, 22(9), 2087–2107. https://doi.org/10.1007/s11191-012-9520-2
2. Abd-El-Khalick, F., & Akerson, V. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 31(16), 2161–2184. https://doi.org/10.1080/09500690802563324
3. 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(4), 417–436. https://doi.org/10.1002/(sici)1098-237x(199807)82:4%3c417::aid-sce1%3e3.0.co;2-e
4. Akerson, V. L., Pongsanon, K., Park Rogers, M. A., Carter, I., & Galindo, E. (2017). Exploring the use of lesson study to develop elementary preservice teachers’ pedagogical content knowledge for teaching the nature of science. International Journal of Science and Mathematics Education, 15(2), 293–312. https://doi.org/10.1007/s10763-015-9690-x
5. Akerson, V. L., Avsar Erumit, B., & Elcan Kaynak, N. (2019). Teaching nature of science through children’s literature: An early childhood preservice teacher study. International Journal of Science Education, 41(18), 2765–2787.
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