Investigating Pre-Service Teachers’ Understanding of Nature of Science: Contributions of An Assessment Tool Based on the Reconceptualized Family Resemblance Approach-Reference-Cited by-同舟云学术

Investigating Pre-Service Teachers’ Understanding of Nature of Science: Contributions of An Assessment Tool Based on the Reconceptualized Family Resemblance Approach

Published:2022-05-25 Issue:4 Volume:18 Page:e2290
ISSN:2633-6537
Container-title:Interdisciplinary Journal of Environmental and Science Education
language:
Short-container-title:INTERDISCIP J ENV SCI ED

Author:

Cullinane Alison^ORCID,Erduran Sibel^ORCID

Publisher

Modestum Ltd

Subject

General Engineering,General Environmental Science,Education

Link

https://www.ijese.com/download/investigating-pre-service-teachers-understanding-of-nature-of-science-contributions-of-an-assessment-12111.pdf

Reference46 articles.

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2. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295-317. https://doi.org/10.1002/(SICI)1098-2736(200004)37:4<295::AID-TEA2>3.0.CO;2-2

3. Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518-542. https://doi.org/10.1002/sce.20432

4. Antonio, R. P. (2020). Developing students’ reflective thinking skills in a metacognitive and argument-driven learning environment. International Journal of Research in Education and Science, 6(3), 467-483. https://doi.org/10.46328/ijres.v6i3.1096

5. Bilican, K. (2018). Analysis of pre-service science teachers’ understanding of nature of science and proposed arguments on socio-scientific issues. International Journal of Research in Education and Science, 4(2), 420-435. https://doi.org/10.21890/ijres.410632

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