The Development of Students’ Understanding of NOS (Nature of Science) in Upper Secondary School Inquiry Activities: Protocol Analysis of Students Using Qualitative Text Analysis-Reference-Cited by-同舟云学术

The Development of Students’ Understanding of NOS (Nature of Science) in Upper Secondary School Inquiry Activities: Protocol Analysis of Students Using Qualitative Text Analysis

Published:2022-11-30 Issue:2 Volume:63 Page:281-297
ISSN:1345-2614
Container-title:Journal of Research in Science Education
language:en
Short-container-title:Journal of Research in Science Education

Author:

KOBAYASHI Yuko¹

Affiliation:

1. Graduate School of Comprehensive Human Sciences, University of Tsukuba

Publisher

Society of Japan Science Teaching

Subject

Pharmacology (medical)

Link

https://www.jstage.jst.go.jp/article/sjst/63/2/63_B21005/_pdf

Reference30 articles.

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2. Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486.

3. Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.

4. Buck, Z. E., Lee, H. S., & Flores, J. (2014). I am sure there may be a planet there: Student articulation of uncertainty in argumentation tasks. International Journal of Science Education, 36(14), 2391–2420.

5. Burgin, S. R., McConnell, W. J., & Flowers, A. M. (2014). “I actually contributed to their research”: The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners. International Journal of Science Education, 37(3), 411–445.