Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection
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Publisher
Modestum Publishing Ltd
Subject
Applied Mathematics,Education
Link
https://www.ejmste.com/download/promoting-pre-service-primary-teachers-development-of-nosi-through-specific-immersion-and-reflection-11795.pdf
Reference47 articles.
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2. Acevedo, J. A. (2009). Conocimiento didáctico del contenido para la enseñanza de la naturaleza de la ciencia (I): El marco teórico [Pedagogical content knowledge for teaching the nature of science (I): The theoretical framework]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 6(1), 21-46. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2009.v6.i1.02
3. Acevedo-Díaz, J. A., & García-Carmona, A. (2016). Algo antiguo, algo nuevo, algo prestado. Tendencias sobre la naturaleza de la ciencia en la educación científica [Something old, something new, something borrowed. Trends on the nature of science in science education]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 13(1), 3-19. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i1.02
4. Acevedo-Díaz, J. A., García-Carmona, A., & Aragón, M. A. (2017). Historia de la ciencia para enseñar naturaleza de la ciencia: Una estrategia en la formación inicial del profesorado de ciencia [History of science to teach nature of science: A strategy in the initial training of science teachers]. Educación Química [Chemical Education], 28, 140-146. https://doi.org/10.1016/j.eq.2016.12.003
5. Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95, 518-542. https://doi.org/10.1002/sce.20432
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