Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice-Reference-Cited by-同舟云学术

Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice

Published:2014-08-13 Issue:9 Volume:51 Page:1150-1184
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Bartos Stephen A.¹,Lederman Norman G.²

Affiliation:

1. Middle Tennessee State University; Womack Educational Leadership Department; Murfreesboro Tennessee

2. Illinois Institute of Technology; Mathematics & Science Education Department; Chicago Illinois

Publisher

Wiley

Subject

Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/tea.21168/fullpdf

Reference85 articles.

1. Abd-El-Khalick , F. 1998 The influence of history of science courses on students' conceptions of the nature of science. Unpublished dissertation. Oregon State University

2. The nature of science and instructional practice: Making the unnatural natural;Abd-El-Khalick;Science Education,1998

3. Achieve, Inc 2013 Next generation science standards . Retrieved April 13, 2013 from http://www.nextgenscience.org/next-generation-science-standards

4. Influence of a reflective explicit activity-based approach on elementary teachers' conceptions of nature of science;Akerson;Journal of Research in Science Teaching,2000

5. Pedagogical content knowledge as reflected in teacher-student interactions: Analysis of two video cases;Alonzo;Journal of Research in Science Teaching,2012

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