A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks-Reference-Cited by-同舟云学术

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

Published:2016-06-16 Issue:1 Volume:54 Page:82-120
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Abd-El-Khalick Fouad¹,Myers John Y.²,Summers Ryan³,Brunner Jeanne⁴,Waight Noemi⁵,Wahbeh Nader⁶,Zeineddin Ava A.²,Belarmino Jeremy⁷

Affiliation:

1. School of Education; University of North Carolina at Chapel Hill; 101 Peabody Hall, CB# 3500 Chapel Hill North Carolina 27599

2. Department of Curriculum and Instruction; College of Education; University of Illinois at Urbana-Champaign; Champaign Illinois

3. Department of Teaching and Learning; University of North Dakota; Grand Forks North Dakota

4. Department of Teacher Education and Curriculum Studies; University of Massachusetts Amherst; Amherst Massachusetts

5. Department of Teaching and Learning; University at Buffalo; Buffalo New York

6. Qattan Center for Educational Research and Development; Ramallah Palestine

7. Education Policy, Organization and Leadership; University of Illinois at Urbana-Champaign; Champaign Illinois

Publisher

Wiley

Subject

Education

Reference110 articles.

1. Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning;Abd-El-Khalick;International Journal of Science Education,2005

2. Examining the sources for our understandings about science: Enduring conflations and critical issues in research on nature of science in science education;Abd-El-Khalick;International Journal of Science Education,2012b

3. Teaching with and about nature of science, and science teacher knowledge domains;Abd-El-Khalick;Science & Education,2013

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