Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?
-
Published:2018-03-23
Issue:1
Volume:4
Page:
-
ISSN:2364-1177
-
Container-title:Asia-Pacific Science Education
-
language:en
-
Short-container-title:Asia Pac. Sci. Educ.
Author:
Lu QiORCID,
Zhang Hongshia,
Wei Bing
Reference70 articles.
1. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.
2. Aflalo, E. (2014). Advancing the perceptions of the nature of science (NOS): Integrating teaching the NOS in a science content course. Research in Science & Technological Education, 32(3), 298–317.
3. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27(1), 1–52.
4. Anderson, K. E. (1950). The teachers of science in a representative sampling of Minnesota schools. Science Education, 34(1), 57–66.
5. Armitage, K. C. (2007). “The child is born a naturalist”: Nature study, woodcraft Indians, and the theory of recapitulation. The Journal of the Gilded Age and Progressive Era, 6(1), 43–70.