Science teachers as metascientists: an inductive–deductive dialectic immersion in northern alpine field ecology-Reference-Cited by-同舟云学术

Science teachers as metascientists: an inductive–deductive dialectic immersion in northern alpine field ecology

Published:2004-10-08 Issue:12 Volume:26 Page:1507-1526
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Bencze Larry¹,Elshof Leo²

Affiliation:

1. a Science Education, Department of Curriculum, Teaching, and Learning, OISE/UT , University of Toronto , Canada E-mail:

2. b School of Education , Acadia University , Canada

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0950069042000205431

Reference57 articles.

1. Improving science teachers' conceptions of nature of science: a critical review of the literature

2. American Association for the Advancement of Science (1989)Science for all Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics, and Technology(Washington, DC: AAAS)

3. 'Technoscience' Education: Empowering Citizens Against the Tyranny of School Science

4. Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

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