Citations (117)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (40)
Juliana Machado & Marco Braga. (2018) Secondary students’ modelling conceptualisation in situations related to particle dynamics: a clinical perspective. International Journal of Science Education 40:13, pages 1606-1628.
Read now
Read now
Hagar Ibrahim Labouta, Natasha A. Kenny, Rui Li, Max Anikovskiy, Leslie Reid & David Thomas Cramb. (2018) Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education 40:12, pages 1476-1492.
Read now
Read now
F.Ö. Karataş, G.M. Bodner & Suat Unal. (2016) First-year engineering students' views of the nature of engineering: implications for engineering programmes. European Journal of Engineering Education 41:1, pages 1-22.
Read now
Read now
Paul Webb, Desmond Cross, Scott Linneman & Michelle Malone. (2005) Teachers' perceptions of HIV/AIDS in relation to understandings of the nature of science. African Journal of Research in Mathematics, Science and Technology Education 9:2, pages 159-165.
Read now
Read now
Joke Van Aalsvoort. (2004) Logical positivism as a tool to analyse the problem of chemistry's lack of relevance in secondary school chemical education. International Journal of Science Education 26:9, pages 1151-1168.
Read now
Read now
Astrid Birgitte Eggen. (2004) Teacher assessment literacy beyond technicalities and intuition. Studies in Educational Policy and Educational Philosophy 2004:2.
Read now
Read now
Angela McFarlane & Silvestra Sakellariou. (2002) The Role of ICT in Science Education. Cambridge Journal of Education 32:2, pages 219-232.
Read now
Read now
WolterH. Kaper & MartinJ. Goedhart. (2002) 'Forms of energy', an intermediary language on the road to thermodynamics? Part II. International Journal of Science Education 24:2, pages 119-137.
Read now
Read now
Eileen Scanlon, Erica Morris, Terry di Paolo & Martyn Cooper. (2002) Contemporary approaches to learning science: technologically-mediated practical work. Studies in Science Education 38:1, pages 73-114.
Read now
Read now
Rosaria Justi & John Gilbert. (2000) History and philosophy of science through models: some challenges in the case of 'the atom'. International Journal of Science Education 22:9, pages 993-1009.
Read now
Read now
Fouad Abd-El-Khalick & Norman G. Lederman. (2000) Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education 22:7, pages 665-701.
Read now
Read now
Kola Soyibo. (1998) An Assessment of Caribbean Integrated Science Textbooks’ Practical Tasks. Research in Science & Technological Education 16:1, pages 31-41.
Read now
Read now
Luís Marques & David Thompson. (1997) Misconceptions and Conceptual Changes concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16‐17. Research in Science & Technological Education 15:2, pages 195-222.
Read now
Read now
P.M. Laws. (1997) Sc1: scientific investigation ‐‐ the creation of policy in science education in England and Wales. Research Papers in Education 12:1, pages 49-67.
Read now
Read now
Daniel Gil‐Pérez. (1996) New trends in science education. International Journal of Science Education 18:8, pages 889-901.
Read now
Read now
Derek Hodson. (1996) Rethinking the Role and Status of Observation in Science Education. European Education 28:3, pages 37-57.
Read now
Read now
Karen Meyer & Robert Carlisle. (1996) Children as experimenters. International Journal of Science Education 18:2, pages 231-248.
Read now
Read now
Derek Hodson. (1996) Laboratory work as scientific method: three decades of confusion and distortion. Journal of Curriculum Studies 28:2, pages 115-135.
Read now
Read now
PeterM. Laws. (1996) Undergraduate Science Education: A Review of Research. Studies in Science Education 28:1, pages 1-85.
Read now
Read now
Jean Barr & Lynda Birke. (1995) Cultures and Contexts of Adult Learning: The Case of Women and Science. Studies in the Education of Adults 27:2, pages 119-132.
Read now
Read now
Vasilios Koulaidis & Jon Ogborn. (1995) Science teachers’ philosophical assumptions: how well do we understand them?. International Journal of Science Education 17:3, pages 273-283.
Read now
Read now
JohnK. Gilbert. (1995) Studies and Fields: Directions of Research in Science Education. Studies in Science Education 25:1, pages 173-197.
Read now
Read now
Pinchas Tamir. (1994) Israeli Students’ Conceptions of Science and Views about the Scientific Enterprise. Research in Science & Technological Education 12:2, pages 99-116.
Read now
Read now
D. Gil & J. Solbes. (1993) The introduction of modern physics: overcoming a deformed vision of science. International Journal of Science Education 15:3, pages 255-260.
Read now
Read now
D.E. Packham. (1992) The Mechanical Theory of Adhesion—Changing Perceptions 1925-1991. The Journal of Adhesion 39:2-3, pages 137-144.
Read now
Read now
P. James Gaskell. (1992) Authentic science and school science*
. International Journal of Science Education 14:3, pages 265-272.
Read now
Read now
Digby Swift. (1992) Indigenous Knowledge in the Service of Science and Technology in Developing Countries. Studies in Science Education 20:1, pages 1-28.
Read now
Read now
Marie Larochelle & Jacques Désautels. (1991) ‘Of course, it's just obvious’: adolescents’ ideas of scientific knowledge. International Journal of Science Education 13:4, pages 373-389.
Read now
Read now
NicholasC. Burbules & MarciaC. Linn. (1991) Science education and philosophy of science: congruence or contradiction?. International Journal of Science Education 13:3, pages 227-241.
Read now
Read now
William W. Cobern. (1991) Introducing teachers to the philosophy of science: The card exchange. Journal of Science Teacher Education 2:2, pages 45-46.
Read now
Read now
Peter Fulljames, HarryM. Gibson & LeslieJ. Francis. (1991) Creationism, Scientism, Christianity and Science: a study in adolescent attitudes. British Educational Research Journal 17:2, pages 171-190.
Read now
Read now
John Nisbet & Peter Davies. (1990) The curriculum redefined: learning to think ‐‐ thinking to learn. Research Papers in Education 5:1, pages 49-72.
Read now
Read now
R. M. Garrett, D. Satterly, D.
Gil Perez & J. Martinez‐Torregrosa. (1990) Turning exercises into problems: An experimental study with teachers in training. International Journal of Science Education 12:1, pages 1-12.
Read now
Read now
D. Gil-Perez, A. Dumas-Carré, M. Caillot & J. Martinez-Torregrosa. (1990) Paper and Pencil Problem Solving in the Physical Sciences as a Research Activity. Studies in Science Education 18:1, pages 137-151.
Read now
Read now
Derek Hodson. (1988) Experiments in science and science teaching. Educational Philosophy and Theory 20:2, pages 53-66.
Read now
Read now
Ewald Terhart. (1988) Philosophy of science and school science teaching. International Journal of Science Education 10:1, pages 11-16.
Read now
Read now
Peter Fulljames & LeslieJ. Francis. (1988) The Influence of Creationism and Scientism on Attitudes towards Christianity among Kenyan Secondary School Students. Educational Studies 14:1, pages 77-96.
Read now
Read now
Derek Hodson. (1988) Towards a Kuhnian approach to curriculum development. School Organisation 8:1, pages 5-11.
Read now
Read now
Derek Hodson. (1986) Rethinking the role and status of observation in science education. Journal of Curriculum Studies 18:4, pages 381-386.
Read now
Read now
Gonzalo Guerrero & Jesper Sjöström. Critical scientific and environmental literacies: a systematic and critical review. Studies in Science Education 0:0, pages 1-47.
Read now
Read now
Articles from other publishers (77)
Sharon Ince, Christopher Hoadley & Paul Kirschner. (2022) Collaborative technology practices in social science early career scholarly research workflows. Journal of Librarianship and Information Science 56:2, pages 308-317.
Crossref
Crossref
Michael R. Matthews. (2022) Thomas Kuhn and Science Education. Science & Education 33:3, pages 609-678.
Crossref
Crossref
Rómulo Gallego Badillo, Royman Pérez Miranda, Luz Nery Torres de Gallego & Rafael Yecid Amador-Rodríguez. 2024. Science Teaching and a New Teacher Culture. Science Teaching and a New Teacher Culture
151
170
.
Alper Bilgehan YARDIMCI & Mehmet Ali SARI. (2022) Thomas Kuhn’un Fen Eğitimine Yönelik Görüşlerinin İncelenmesi: Endoktrinasyon Çerçevesinde Gelen TepkilerThe Investigations of Thomas Kuhn's Views on Science Education: Reactions in the Context of Indoctrination. Temaşa Erciyes Üniversitesi Felsefe Bölümü Dergisi:18, pages 173-185.
Crossref
Crossref
Mónica Eliana Cardona Zapata & Sonia López Ríos. (2021) Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching. Technology, Knowledge and Learning 27:3, pages 879-890.
Crossref
Crossref
Yuliia Aleksandrova. (2021) Paradygmat naukowej edukacji: próba eksplikacji filozoficznych i pojęciowych założeń. Studia Warmińskie 58, pages 205-218.
Crossref
Crossref
José Antonio Ferreira Pinto & Cibelle Celestino Silva. (2021) Natureza da Ciência no ensino: entre a pesquisa acadêmica e as orientações oficiais para a educação básica. Ciência & Educação (Bauru) 27.
Crossref
Crossref
Ann Childs & Jo‐Anne Baird. (2020) General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy. The Curriculum Journal 31:3, pages 357-378.
Crossref
Crossref
William W. Cobern & Cathleen Loving. 2020. Nature of Science in Science Instruction. Nature of Science in Science Instruction
213
222
.
Richard Brock & David Hay. (2019) Keeping Students Out of Mary’s (Class)room. Science & Education 28:9-10, pages 985-1000.
Crossref
Crossref
Marco Kools, Pierre Gouëdard, Bert George, Bram Steijn, Victor Bekkers & Louise Stoll. (2019) The relationship between the school as a learning organisation and staff outcomes: A case study of Wales. European Journal of Education 54:3, pages 426-442.
Crossref
Crossref
Maureen Snow Andrade & Jonathan H. Westover. (2018) Generational differences in work quality characteristics and job satisfaction. Evidence-based HRM: a Global Forum for Empirical Scholarship 6:3, pages 287-304.
Crossref
Crossref
Se Jin Youn & 서혜애. (2016) Perspectives on Philosophy of Science embedded in Genetics Units of ‘Life Science I’ Textbooks of High Schools. BIOLOGY EDUCATION 44:3, pages 395-412.
Crossref
Crossref
S. Fachelli & D. Montolio. (2015) Valuation of the training received in university regarding the utility for work by Catalan graduates. Multidisciplinary Journal for Education, Social and Technological Sciences 2:2, pages 14.
Crossref
Crossref
Yong Wook Cheong. (2014) Law, Theory, and Principle: Confusion in the Normative Meaning and Actual Usage. Journal of The Korean Association For Research In Science Education 34:5, pages 459-468.
Crossref
Crossref
Eun-Jung Park. (2014) Student Understanding of Scale: From Additive to Multiplicative Reasoning in the Constriction of Scale Representation by Ordering Objects in a Number Line. Journal of The Korean Association For Research In Science Education 34:4, pages 335-347.
Crossref
Crossref
ESTHER M. VAN DIJK. (2014) Understanding the Heterogeneous Nature of Science: A Comprehensive Notion of PCK for Scientific Literacy. Science Education 98:3, pages 397-411.
Crossref
Crossref
Chew-Leng Poon & Shirley S. L. Lim. 2014. Inquiry into the Singapore Science Classroom. Inquiry into the Singapore Science Classroom
139
164
.
Mansoor Niaz. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching
1411
1441
.
Derek Hodson. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching
911
970
.
Chew-Leng Poon, Yew-Jin Lee, Aik-Ling Tan & Shirley S. L. Lim. (2010) Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers. Research in Science Education 42:2, pages 303-327.
Crossref
Crossref
Mary Grace Villanueva & Brian Hand. (2011) Science for All: Engaging Students with Special Needs in and About Science. Learning Disabilities Research & Practice 26:4, pages 233-240.
Crossref
Crossref
Maurício Compiani. (2010) NARRATIVAS E DESENHOS NO ENSINO DE ASTRONOMIA/GEOCIÊNCIAS COM O TEMA "A FORMAÇÃO DO UNIVERSO": UM OLHAR DAS GEOCIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 12:2, pages 257-278.
Crossref
Crossref
Mansoor Niaz. (2010) Science curriculum and teacher education: The role of presuppositions, contradictions, controversies and speculations vs Kuhn's ‘normal science’. Teaching and Teacher Education 26:4, pages 891-899.
Crossref
Crossref
Marisa Correia & Ana Freire. (2009) TRABALHO LABORATORIAL E PRÁTICAS DE AVALIAÇÃO DE PROFESSORES DE CIÊNCIAS FÍSICO-QUÍMICAS DO ENSINO BÁSICO. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 11:1, pages 160-191.
Crossref
Crossref
Cibelle Celestino Silva & Breno Arsioli Moura. (2008) A natureza da ciência por meio do estudo de episódios históricos: o caso da popularização da óptica newtoniana. Revista Brasileira de Ensino de Física 30:1, pages 1602.1-1602.10.
Crossref
Crossref
Clarete Paranhos da Silva, Silvia Fernanda de Mendonça Figueirôa, Vivian Branco Newerla & Maria Izabel Porazza Mendes. (2008) Subsídios para o uso da História das Ciências no ensino: exemplos extraídos das geociências. Ciência & Educação (Bauru) 14:3, pages 497-517.
Crossref
Crossref
Maria da Conceição Marinho Oki & Edílson Fortuna de Moradillo. (2008) O ensino de história da química: contribuindo para a compreensão da natureza da ciência. Ciência & Educação (Bauru) 14:1, pages 67-88.
Crossref
Crossref
Adriana Patricia Gallego Torres & Romulo Gallego Badillo. (2007) Historia, epistemología y didáctica de las ciencias: unas relaciones necesarias. Ciência & Educação (Bauru) 13:1, pages 85-98.
Crossref
Crossref
Richard A. Duschl. 2007. Argumentation in Science Education. Argumentation in Science Education
159
175
.
Donald J. Wink. (2006) Connections Between Pedagogical and Epistemological Constructivism: Questions for Teaching and Research in Chemistry. Foundations of Chemistry 8:2, pages 111-151.
Crossref
Crossref
Ala Samarapungavan, Erik L. Westby & George M. Bodner. (2006) Contextual epistemic development in science: A comparison of chemistry students and research chemists. Science Education 90:3, pages 468-495.
Crossref
Crossref
Daniel Gil-Pérez, Amparo Vilches, Isabel Fernández, Antonio Cachapuz, João Praia, Pablo Valdés & Julia Salinas. (2005) Technology as ‘Applied Science’. Science & Education 14:3-5, pages 309-320.
Crossref
Crossref
Eleanor Abrams. 2005. Teaching Science for Understanding. Teaching Science for Understanding
307
323
.
Jerry Wellington. 2005. Beyond Cartesian Dualism. Beyond Cartesian Dualism
99
109
.
Rómulo Gallego Badillo, Royman Pérez Miranda, María V. Uribe Beltrán, Luigi Cuéllar Fernandez & Rafael Y. Amador Rodríguez. (2004) El concepto de valencia: su construcción histórica y epistemológica y la importancia de su inclusión en la enseñanza. Ciência & Educação (Bauru) 10:3, pages 571-583.
Crossref
Crossref
Maria da Conceição Duarte. (2004) A história da ciência na prática de professores portugueses: implicações para a formação de professores de ciências. Ciência & Educação (Bauru) 10:3, pages 317-331.
Crossref
Crossref
Jai-Hang Lim, Soon-Min Kang, Young-Tae Kong & Jeong-Hee Nam. (2004) The Secondary School Science Teachers' Understanding and Suggestion on Implementation of the New Science Curriculum. Journal of the Korean Chemical Society 48:3, pages 311-321.
Crossref
Crossref
Rómulo Gallego Badillo, Royman Pérez Miranda, Torres de Gallego & Luz Nery Torres. (2004) Formación inicial de profesores de ciencias en Colombia: un estudio a partir de programas acreditados. Ciência & Educação (Bauru) 10:2, pages 219-234.
Crossref
Crossref
Randy L. Bell & Norman G. Lederman. (2003) Understandings of the nature of science and decision making on science and technology based issues. Science Education 87:3, pages 352-377.
Crossref
Crossref
Cibelle Celestino Silva & Roberto de Andrade Martins. (2003) A teoria das cores de newton: um exemplo do uso da história da ciência em sala de aula. Ciência & Educação (Bauru) 9:1, pages 53-65.
Crossref
Crossref
William W. Cobern & Cathleen C. Loving. 2002. The Nature of Science in Science Education. The Nature of Science in Science Education
73
82
.
Leonor C. de Cudmani. (2001) "Cuestiones que plantean las concepciones posmodernas en la enseñanza de las ciencias: visiones de científicos destacado de la historia". Ciência & Educação (Bauru) 7:2, pages 155-168.
Crossref
Crossref
Daniel Gil Pérez, Isabel Fernández Montoro, Jaime Carrascosa Alís, António Cachapuz & João Praia. (2001) Para uma imagem não deformada do trabalho científico. Ciência & Educação (Bauru) 7:2, pages 125-153.
Crossref
Crossref
Roberto de Andrade Martins & Cibelle Celestino Silva. 2001. Science Education and Culture. Science Education and Culture
273
291
.
Chin-Chung Tsai. (1999) ?Laboratory exercises help me memorize the scientific truths?: A study of eighth graders' scientific epistemological views and learning in laboratory activities. Science Education 83:6, pages 654-674.
Crossref
Crossref
Rosaria Justi & John Gilbert. (1999) A cause of ahistorical science teaching: Use of hybrid models. Science Education 83:2, pages 163-177.
Crossref
Crossref
Steven Turner & Karen Sullenger. (2016) Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate. Science, Technology, & Human Values 24:1, pages 5-30.
Crossref
Crossref
Jacques DéSautels & Marie Larochelle. 1998. International Handbook of Science Education. International Handbook of Science Education
115
126
.
Gilda Segal. (1997) Towards a pragmatic science in schools. Research in Science Education 27:2, pages 289-307.
Crossref
Crossref
Natalina Aparecida Laguna Sicca. (1996) Razões históricas para uma nova concepção de laboratório no ensino médio de química. Paidéia (Ribeirão Preto):10-11, pages 115-130.
Crossref
Crossref
Maher Z. Hashweh. (1996) Palestinian science teachers' epistemological beliefs: A preliminary survey. Research in Science Education 26:1, pages 89-102.
Crossref
Crossref
John N. Honey. 1996. Knowledge Acquisition, Organization, and Use in Biology. Knowledge Acquisition, Organization, and Use in Biology
226
234
.
Bernardo Mantovani. (1995) On teaching biochemistry: A heuristic-teleonomic approach. Biochemical Education 23:3, pages 135-137.
Crossref
Crossref
Mansoor Niaz. (1995) Enhancing thinking skills: Domain specific/ domain general strategies. Instructional Science 22:6, pages 413-422.
Crossref
Crossref
Donna Rigano & Steve Ritchie. (1994) Students' thinking in a chemistry laboratory. Research in Science Education 24:1, pages 270-279.
Crossref
Crossref
Daniel Gil‐Perez & Jaime Carrascosa‐Alis. (2006) Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching. Science Education 78:3, pages 301-315.
Crossref
Crossref
Wade H. Bingle & P. James Gaskell. (2006) Scientific literacy for decisionmaking and the social construction of scientific knowledge. Science Education 78:2, pages 185-201.
Crossref
Crossref
Tetsuo HORI. (1994) RECONSIDERATION OF THE PURPOSE OF SCIENCE EDUCATION―On the basis of the research on students’ formation snd understanding of scientific concepts―理科教育目的論再考―科学的概念の形成と理解研究を基礎にして―. Bulletin of Society of Japan Science Teaching 34:3, pages 39-49.
Crossref
Crossref
David N. Perkins & Chris Unger. (1994) A new look in representations for mathematics and science learning. Instructional Science 22:1, pages 1-37.
Crossref
Crossref
Deborah Pomeroy. (2006) Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education 77:3, pages 261-278.
Crossref
Crossref
Glen Aikenhead. (2016) Logical Reasoning in Science and Technology:. Bulletin of Science, Technology & Society 12:3, pages 149-159.
Crossref
Crossref
Paul A. Kirschner. (1992) Epistemology, practical work and Academic skills in science education. Science and Education 1:3, pages 273-299.
Crossref
Crossref
James M. Clark & Allan Paivio. (1991) Dual coding theory and education. Educational Psychology Review 3:3, pages 149-210.
Crossref
Crossref
Edward L. Pizzini, Daniel P. Shepardson & Sandra K. Abell. (2006) The inquiry level of junior high activities: Implications to science teaching. Journal of Research in Science Teaching 28:2, pages 111-121.
Crossref
Crossref
Ryuichiro OHSU. (1991) A BASIC STUDY ON STS (SCIENCE/TECHNOLOGY/SOCIETY) EDUCATION -STS EDUCATION AND PHILOSOPHY OF SCIENCE-STS理科カリキュラムに関する基礎的研究I―STS教育運動についての科学論的考察一. Bulletin of Society of Japan Science Teaching 31:3, pages 37-47.
Crossref
Crossref
R. Miyawaki. (2016) Problems with Teaching Astronomy in Japan. Publications of the Astronomical Society of Australia 9:1, pages 184-184.
Crossref
Crossref
Bruce B. King. (2006) Beginning teachers' knowledge of and attitudes toward history and philosophy of science. Science Education 75:1, pages 135-141.
Crossref
Crossref
Jim Stewart & Robert Hafner. (2006) Extending the conception of “problem” in problem‐solving research. Science Education 75:1, pages 105-120.
Crossref
Crossref
Brian Martin, Heidi Kass & Wytze Brouwer. (2006) Authentic science: A diversity of meanings. Science Education 74:5, pages 541-554.
Crossref
Crossref
Daniel Gil‐Perez & Jaime Carrascosa. (2006) What to do about science “misconceptions”. Science Education 74:5, pages 531-540.
Crossref
Crossref
Malcolm D. Carr & Valda M. Kirkwood. (1990) The pupil as philosopher. Research in Science Education 20:1, pages 41-47.
Crossref
Crossref
Richard A. Duschl & Emmett Wright. (2006) A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching 26:6, pages 467-501.
Crossref
Crossref
Nicholas J. Selley. (1989) The philosophy of school science. Interchange 20:2, pages 24-32.
Crossref
Crossref
Jan Garrard. (1987) Learning in science: Some wider perspectives. Research in Science Education 17:1, pages 11-22.
Crossref
Crossref
Jan Garrard. (1986) Creative learning in science education. Research in Science Education 16:1, pages 1-10.
Crossref
Crossref
Patricia E. Blosser. (2010) What Research Says: Improving Science Education. School Science and Mathematics 86:7, pages 597-612.
Crossref
Crossref