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Scholarly Holds Lead Over Popular and Instructional: Text Type Influences Epistemological Reading Outcomes

  • Published:2014-08-14 Issue:5 Volume:98 Page:867-904
  • ISSN:0036-8326
  • Container-title:Science Education
  • language:en
  • Short-container-title:Sci. Ed.

Author:

BRAUN ISABEL1,NÜCKLES MATTHIAS1

Affiliation:

1. Department of Educational Science; University of Freiburg; 79098 Freiburg Germany

Funder

University of Freiburg, Germany, Research Innovation Fund

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Reference85 articles.

1. Representations of nature of science in high school chemistry textbooks over the past four decades;Abd-El-Khalick;Journal of Research in Science Teaching,2008

2. The development of a new instrument: “views on science-technology-society” (VOSTS);Aikenhead;Science Education,1992

3. Whose nature of science?;Alters;Journal of Research in Science Teaching,1997

4. Text genre as a factor in the formation of scientific literacy;Baram-Tsabari;Journal of Research in Science Teaching,2005

5. Physicists reading physics: Schema-laden purposes and purpose-laden schema;Bazerman;Written Communication,1985
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