Advanced search
Publication Cover
International Journal of Science Education Volume 27, 2005 - Issue 1
Submit an article Journal homepage
1,849
Views
132
CrossRef citations to date
0
Altmetric
Original Articles

Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning

Fouad Abd‐El‐Khalick Department of Curriculum and Instruction, University of Illinois at Urbana‐Champaign, 1310 South Sixth Street, Champaign, IL 61820, USA E-mail: [email protected]
Pages 15-42 | Published online: 20 Jun 2011

Citations (132)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (26)

Melanie Kinskey. (2023) The Importance of Teaching Nature of Science: Exploring Preservice Teachers’ Views and Instructional Practice. Journal of Science Teacher Education 34:3, pages 307-327.
Read now
Christopher Osterhaus, Susanne Koerber & Beate Sodian. (2020) The Science-P Reasoning Inventory (SPR-I): measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education 42:7, pages 1087-1107.
Read now
Wonyong Park, Seungran Yang & Jinwoong Song. (2020) Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks. International Journal of Science Education 42:3, pages 426-450.
Read now
Ece N. Eren-Sisman & Fitnat Koseoglu. (2019) Designing a magic flask: a new activity for teaching nature of science in both formal and informal learning environments. Science Activities 56:3, pages 108-118.
Read now
Sarah Lena Günther, Jennifer Fleige, Annette Upmeier zu Belzen & Dirk Krüger. (2019) Using the Case Method to Foster Preservice Biology Teachers’ Content Knowledge and Pedagogical Content Knowledge Related to Models and Modeling. Journal of Science Teacher Education 30:4, pages 321-343.
Read now
George M. Harrison, Kanesa Duncan Seraphin, Joanna Philippoff, Lisa M. Vallin & Paul R. Brandon. (2015) Comparing Models of Nature of Science Dimensionality Based on the Next Generation Science Standards. International Journal of Science Education 37:8, pages 1321-1342.
Read now
Ester Aflalo. (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, pages 298-317.
Read now
Eylem Bayir, Yilmaz Cakici & Ozge Ertas. (2014) Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education 36:8, pages 1286-1312.
Read now
Nazan Uludag Bautista, Elisabeth E. Schussler & Stephen M. Rybczynski. (2014) Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories. International Journal of Science Education 36:7, pages 1184-1209.
Read now
Nader Wahbeh & Fouad Abd-El-Khalick. (2014) Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge. International Journal of Science Education 36:3, pages 425-466.
Read now
Raj Kurup. (2014) The Relationship Between Science Teachers' Understandings of the Nature of Science and their Classroom Practices. African Journal of Research in Mathematics, Science and Technology Education 18:1, pages 52-62.
Read now
Sevgi Aydın, Betül Demirdöğen, Nilay Muslu & Deborah L. Hanuscin. (2013) Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in The Science Teacher (TST) (an NSTA Journal), 1995–2010. Journal of Science Teacher Education 24:6, pages 977-997.
Read now
Pete Sorensen, Len Newton & Sue McCarthy. (2012) Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science. Research in Science & Technological Education 30:1, pages 29-47.
Read now
Fouad Abd-El-Khalick. (2012) Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education 34:3, pages 353-374.
Read now
Lisa A. Donnelly & Sean Argyle. (2011) Teachers’ Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development. Journal of Science Teacher Education 22:6, pages 475-490.
Read now
Issam Abi‐El‐Mona & Fouad Abd‐El‐Khalick. (2011) Perceptions of the Nature and ‘Goodness’ of Argument among College Students, Science Teachers, and Scientists. International Journal of Science Education 33:4, pages 573-605.
Read now
Sun Young Kim & RossH. Nehm. (2011) A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science. International Journal of Science Education 33:2, pages 197-227.
Read now
Meshach B. Ogunniyi. (2011) The Context of Training Teachers to Implement A Socially Relevant Science Education in Africa. African Journal of Research in Mathematics, Science and Technology Education 15:3, pages 98-121.
Read now
Elaosi Vhurumuku. (2010) The impact of explicit instruction on undergraduate students' understanding of the Nature of Science. African Journal of Research in Mathematics, Science and Technology Education 14:1, pages 99-111.
Read now
Christine Lotter, Jonathan Singer & Jenice Godley. (2009) The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science. Journal of Science Teacher Education 20:6, pages 553-582.
Read now
Fouad Abd‐El‐Khalick & Valarie Akerson. (2009) The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science. International Journal of Science Education 31:16, pages 2161-2184.
Read now
Jack Holbrook & Miia Rannikmae. (2007) The Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education 29:11, pages 1347-1362.
Read now
M. B. Ogunniyi. (2007) Teachers’ Stances and Practical Arguments Regarding a Science‐Indigenous Knowledge Curriculum: Part 2. International Journal of Science Education 29:10, pages 1189-1207.
Read now
M. B. Ogunniyi. (2007) Teachers’ Stances and Practical Arguments Regarding a Science‐Indigenous Knowledge Curriculum: Part 1. International Journal of Science Education 29:8, pages 963-986.
Read now
Jim McNally. (2006) Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education 28:4, pages 423-438.
Read now
Meshach Ogunniyi. (2006) Effects of a discursive course on two science teachers' perceptions of the nature of science. African Journal of Research in Mathematics, Science and Technology Education 10:1, pages 93-102.
Read now

Articles from other publishers (106)

Wencheng Liu, Xiaofei Li & Gaofeng Li. (2023) The Contributions of Philosophy of Science in Science Education Research: a Literature Review. Science & Education.
Crossref
Fouad Abd‐El‐Khalick, Ryan Summers, Jeanne L. Brunner, Jeremy Belarmino & John Myers. (2023) Development of VAScoR : A rubric to qualify and score responses to the views of nature of science ( VNOS ) questionnaire . Journal of Research in Science Teaching.
Crossref
T. Y. Branch & Heather Douglas. (2023) Rethinking the Conceptual Space for Science in Society after the VFI. Philosophy of Science, pages 1-10.
Crossref
Xiaoming Shi. (2023) The Value of the Philosophy of Science in Senior High School Science Education from the Perspective of the Nature of Science. Science & Education 32:5, pages 1613-1636.
Crossref
Jun-Young Oh, Yeon-A Son & Sang-Kil Han. (2023) Philosophical strategies for nature of science based on worldviews: The quantum interference of single electron. Heliyon 9:9, pages e19331.
Crossref
Hakkı İlker KOŞTUR. (2023) Zooming in the Timeline: Investigation of the Case of Pseudo-Archimedes by Preservice Teachers. Journal of Teacher Education and Lifelong Learning 5:1, pages 386-399.
Crossref
Sabine Hermisson. 2023. Worauf ich mich verlassen kann. Worauf ich mich verlassen kann 387 402 .
Lena Geuer, Frederik Lauer, Jochen Kuhn, Norbert Wehn & Roland Ulber. (2023) SmaEPho–Smart Photometry in Education 4.0. Education Sciences 13:2, pages 136.
Crossref
Zemenu Mihret, Mekbib Alemu & Shimeles Assefa. (2023) Effectiveness of blended physics laboratory experimentation on pre-service physics teachers’ understanding of the nature of science. Pedagogical Research 8:1, pages em0144.
Crossref
Zehra Kaya & Osman Nafiz Kaya. (2022) Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans. Journal of Teacher Education 74:1, pages 10-22.
Crossref
Vitaly Pronskikh & Galina V. Sorina. (2021) Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education. Science & Education 31:4, pages 961-975.
Crossref
Saouma BouJaoude, Abdullah Ambusaidi & Sara Salloum. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 545 572 .
H. K. E. Stadermann & M. J. Goedhart. (2021) Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools. Physical Review Physics Education Research 17:2.
Crossref
Sara Green, Hanne Andersen, Kristian Danielsen, Claus Emmeche, Christian Joas, Mikkel Willum Johansen, Caio Nagayoshi, Joeri Witteveen & Henrik Kragh Sørensen. (2021) Adapting practice-based philosophy of science to teaching of science students. European Journal for Philosophy of Science 11:3.
Crossref
Frank Cabrera. (2021) Second philosophy and testimonial reliability: Philosophy of science for STEM students. European Journal for Philosophy of Science 11:3.
Crossref
Xiaoming Shi. (2020) Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science. Science & Education 30:2, pages 409-440.
Crossref
Saouma BouJaoude, Abdullah Ambusaidi & Sara Salloum. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 28 .
Merve Lütfiye ŞENTÜRK. (2020) Preservice Science Teachers’ Perceptions towards Scientists. International Journal of Academic Research in Education 6:1, pages 86-99.
Crossref
Ece N. Eren-Şişman, Ceyhan Çiğdemoğlu, Uygar Kanlı & Fitnat Köseoğlu. (2020) Science Teachers’ Professional Development about Science Centers. Science & Education 29:5, pages 1255-1290.
Crossref
Kostas Kampourakis & Tobias Uller. 2020. Philosophy of Science for Biologists. Philosophy of Science for Biologists 299 312 .
. 2020. Philosophy of Science for Biologists. Philosophy of Science for Biologists.
Hasan ÖZCAN, Davut SARITAŞ & Mehmet TAŞAR. (2020) Açık-Düşündürücü Öğretim Deneyimi Sonrası Fen Bilimleri Öğretmen Adaylarının Bilimi Anlama Düzeyleri: Hermenötik BakışProspective Science Teachers’ Levels of Understanding Science after Experiencing Explicit-Reflective Instruction: Hermeneutical Perspective. Bayburt Eğitim Fakültesi Dergisi 15:29, pages 223-250.
Crossref
Xiying Li, Zuyu Tan, Jiliang Shen, Weiping Hu, Yinghe Chen & Jingying Wang. (2018) Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science. Research in Science Education 50:3, pages 833-844.
Crossref
Hatice BAYKARA & Zeha YAKAR. (2020) Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, pages 161-192.
Crossref
Munise SEÇKİN KAPUCU & Zeynep YURTSEVEN AVCI. (2020) The Digital Story of Science: Experiences of Pre-Service Science Teachers. Journal of Education in Science, Environment and Health 6:2, pages 148-168.
Crossref
M G Müller & A A Mendes. (2020) Advantages of studying history and philosophy of science for pre-service physics teachers. Journal of Physics: Conference Series 1512:1, pages 012033.
Crossref
Paula Cristina Cardoso Mendonça. (2020) De que Conhecimento sobre Natureza da Ciência Estamos Falando?. Ciência & Educação (Bauru) 26.
Crossref
Christina Egger & Jana Groß Ophoff. 2020. Evidenzbasierung in der Lehrkräftebildung. Evidenzbasierung in der Lehrkräftebildung 73 93 .
William F. McComas, Michael P. Clough & Noushin Nouri. 2020. Nature of Science in Science Instruction. Nature of Science in Science Instruction 67 111 .
Michael J. Reiss & William F. McComas. 2020. Nature of Science in Science Instruction. Nature of Science in Science Instruction 711 729 .
Kostas Kampourakis. 2020. Nature of Science in Science Instruction. Nature of Science in Science Instruction 641 658 .
Wonyong Park, Jen-Yi Wu & Sibel Erduran. 2020. Integrated Approaches to STEM Education. Integrated Approaches to STEM Education 137 155 .
Sabine Dufay. (2019) Représentations et mise en œuvre de la pédagogie d’investigation à l’école élémentaire : Études de casRepresentations and implementation of inquiry-based pedagogy in primary school: Case studies. Contextes et didactiques:14.
Crossref
Mehmet EMREN, Serhat İREZ & Özgür Kıvılcan DOĞAN. (2019) Bilim Tarihi Destekli İşlenen “Canlılarda enerji dönüşümleri” Ünitesinin, Öğrencilerin Bilime ve Biyoloji Dersine Olan Tutumları ve Bilimin Doğası Anlayışları Üzerine Etkisinin İncelenmesi. Trakya Eğitim Dergisi 9:3, pages 527-548.
Crossref
Hernán Cofré, Paola Núñez, David Santibáñez, José M. Pavez, Martina Valencia & Claudia Vergara. (2019) A Critical Review of Students’ and Teachers’ Understandings of Nature of Science. Science & Education 28:3-5, pages 205-248.
Crossref
Ertan Çetinkaya. (2019) Açık-Düşündürücü Yaklaşıma Dayalı Etkinliklerin Ortaokul Öğrencilerinin Bilimin Doğası Görüşlerine Etkisi. Kuramsal Eğitimbilim, pages 227-259.
Crossref
Phimnaphat Pagsangkanae, Ronnapat Apitanagotinon, Saranya Wongsila & Chokchai Yuenyong. Developing the explicit: Nature of science genetically modified organisms (GMOs) unit through 5Es learning. Developing the explicit: Nature of science genetically modified organisms (GMOs) unit through 5Es learning.
Arne Dittmer & Jörg Zabel. 2019. Biologiedidaktische Forschung: Erträge für die Praxis. Biologiedidaktische Forschung: Erträge für die Praxis 93 110 .
Melis Yeşilpınar Uyar, Tuba Demirel & Ahmet Doğanay. (2018) DEVELOPMENT OF PRE-SERVICE TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY. Journal of Baltic Science Education 17:4, pages 728-741.
Crossref
A Widowati, P Anjarsari, K P Zuhdan & A Dita. (2018) Applying innovative approach “Nature of Science (NoS) within inquiry” for developing scientific literacy in the student worksheet. Journal of Physics: Conference Series 983, pages 012199.
Crossref
A. Widowati, S. Atun, I. G. P. Suryadarma, A. Wiyarsi & L. A. F. Yani. The profile of students’ views of nature of science (NOS) in Junior High School of Yogyakarta city. The profile of students’ views of nature of science (NOS) in Junior High School of Yogyakarta city.
John K. Gilbert & Rosária Justi. 2018. Science Education Research and Practice in Asia-Pacific and Beyond. Science Education Research and Practice in Asia-Pacific and Beyond 25 38 .
Erin E. Peters-Burton. 2018. History, Philosophy and Science Teaching. History, Philosophy and Science Teaching 167 193 .
Bahadır HAN & Kader BİLİCAN. (2017) Bilim Merkezlerinde Bilimin Doğası. Trakya Üniversitesi Eğitim Fakültesi Dergisi, pages 1-26.
Crossref
Gillian Ward & Mavis Haigh. (2016) Challenges and Changes: Developing Teachers’ and Initial Teacher Education Students’ Understandings of the Nature of Science. Research in Science Education 47:6, pages 1233-1254.
Crossref
A. Widowati, E. Widodo, P. Anjarsari & Setuju. (2017) The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach. Journal of Physics: Conference Series 909, pages 012067.
Crossref
Gamze Çetinkaya-Aydın & Jale Çakıroğlu. (2017) Learner Characteristics and Understanding Nature of Science. Science & Education 26:7-9, pages 919-951.
Crossref
A. Y. Kutluca & A. Aydın. (2017) Changes in Pre-service Science Teachers’ Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes. Science & Education 26:6, pages 637-668.
Crossref
Nadaraj Govender & Duduzile Zulu. (2017) NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS. Journal of Baltic Science Education 16:3, pages 366-378.
Crossref
Mansoor Niaz. 2017. Representations of Nature of Science in School Science Textbooks. Representations of Nature of Science in School Science Textbooks 61 78 .
Fouad Abd-El-Khalick, Jeremy J. Belarmino, Jeanne L. Brunner, An-Phong Le, John Y. Myers, Ryan G. Summers, Nader Wahbeh, Noemi Waight, Mindy Waters & Ava A. Zeineddin. 2017. Representations of Nature of Science in School Science Textbooks. Representations of Nature of Science in School Science Textbooks 20 60 .
Fatma Önen Öztürk & Hale Bayram. (2017) İki Farklı Yaklaşıma Dayalı Bilimin Doğası Öğretiminin Fen Bilgisi Öğretmen Adaylarının Kavram Yanılgılarının Giderilmesindeki Etkisi. Eğitim Bilimleri Dergisi 45:45, pages 115-115.
Crossref
Fouad Abd-El-Khalick, John Y. Myers, Ryan Summers, Jeanne Brunner, Noemi Waight, Nader Wahbeh, Ava A. Zeineddin & Jeremy Belarmino. (2017) A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks. Journal of Research in Science Teaching 54:1, pages 82-120.
Crossref
Leon Walls. (2016) Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013. Journal of Research in Science Teaching 53:10, pages 1546-1570.
Crossref
José M. Pavez, Claudia A. Vergara, David Santibañez & Hernán Cofré. (2016) Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS. Science & Education 25:3-4, pages 383-405.
Crossref
Kevin McCainKevin McCain. 2016. The Nature of Scientific Knowledge. The Nature of Scientific Knowledge 1 13 .
Mansoor NiazMansoor Niaz. 2016. Chemistry Education and Contributions from History and Philosophy of Science. Chemistry Education and Contributions from History and Philosophy of Science 37 89 .
Mansoor NiazMansoor Niaz. 2016. Chemistry Education and Contributions from History and Philosophy of Science. Chemistry Education and Contributions from History and Philosophy of Science 1 17 .
Parvin Bazghandi, Saeid Zarghami-Hamrah, Yahya Ghaedi, Alireza Mahmudnia & Khosrow Bagheri Noaparast. (2015) THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE. Problems of Education in the 21st Century 65:1, pages 6-17.
Crossref
John K. Gilbert & Ana Sofia Afonso. 2015. Chemistry Education. Chemistry Education 123 148 .
Erin E. Peters Burton. 2015. STEM Education. STEM Education 1189 1214 .
May M. H. Cheng. 2015. The Future in Learning Science: What’s in it for the Learner?. The Future in Learning Science: What’s in it for the Learner? 83 99 .
Ora Kahana & Tali Tal. (2014) Understanding of high-achieving science students on the nature of science. International Journal of STEM Education 1:1.
Crossref
Young Hee Lee. (2014) What Do Scientists Think about the Nature of Science? - Exploring Views of the Nature of Science of Korean Scientists Related with Life Science Area. Journal of The Korean Association For Research In Science Education 34:7, pages 677-691.
Crossref
Alejandro Patricio Pujalte, Leonor Bonan, Silvia Porro & Agustín Adúriz-Bravo. (2014) Las imágenes inadecuadas de ciencia y de científico como foco de la naturaleza de la ciencia: estado del arte y cuestiones pendientes. Ciência & Educação (Bauru) 20:3, pages 535-548.
Crossref
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 .
Norman G. Lederman, Stephen A. Bartos & Judith S. Lederman. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching 971 997 .
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 .
Kevin C. de Berg. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching 317 341 .
Claudio Fazio, Giovanni Tarantino & Rosa M. Sperandeo Mineo. 2014. Frontiers of Fundamental Physics and Physics Education Research. Frontiers of Fundamental Physics and Physics Education Research 553 560 .
Andoni Garritz, Plinio Sosa, Gisela Hernández-Millán, Norma Mónica López-Villa, Elizabeth Nieto-Calleja, Flor de María Reyes-Cárdenas & César Robles Haro. (2013) Una secuencia de enseñanza/aprendizaje para los conceptos de sustancia y reacción química con base en la Naturaleza de la Ciencia y la Tecnología. Educación Química 24:4, pages 439-450.
Crossref
Fouad Abd-El-Khalick. (2012) Teaching With and About Nature of Science, and Science Teacher Knowledge Domains. Science & Education 22:9, pages 2087-2107.
Crossref
Veli-Matti Vesterinen & Maija Aksela. (2012) Design of Chemistry Teacher Education Course on Nature of Science. Science & Education 22:9, pages 2193-2225.
Crossref
Kristian H. Nielsen. (2012) Scientific Communication and the Nature of Science. Science & Education 22:9, pages 2067-2086.
Crossref
Nihal Dogan, Jale Cakiroglu, Kader Bilican & Seda Cavus. (2013) WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS. Journal of Baltic Science Education 12:4, pages 424-439.
Crossref
Tami Russell & Mehmet Aydeniz. (2012) Traversing the Divide Between High School Science Students and Sophisticated Nature of Science Understandings: A Multi-pronged Approach. Journal of Science Education and Technology 22:4, pages 529-547.
Crossref
Veli-Matti Vesterinen, Maija Aksela & Jari Lavonen. (2011) Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry. Science & Education 22:7, pages 1839-1855.
Crossref
Zhi Hong Wan, Siu Ling Wong & Ying Zhan. (2012) When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers. Science & Education 22:5, pages 1115-1140.
Crossref
Ping Zhang & Lin Ding. (2013) Large-scale survey of Chinese precollege students’ epistemological beliefs about physics: A progression or a regression?. Physical Review Special Topics - Physics Education Research 9:1.
Crossref
Phyllis Baudoin Griffard, Tayseer Mosleh & Saad Kubba. (2013) Developing the Inner Scientist: Book Club Participation and The Nature of Science. CBE—Life Sciences Education 12:1, pages 80-91.
Crossref
Erin E. Peters Burton. 2013. Approaches and Strategies in Next Generation Science Learning. Approaches and Strategies in Next Generation Science Learning 1 26 .
Oktay Bektas, Betul Ekiz, Mustafa Tuysuz, Elif Selcan Kutucu, Aysegul Tarkin & Esen Uzuntiryaki-Kondakci. (2013) Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter. Chem. Educ. Res. Pract. 14:2, pages 201-213.
Crossref
Dong-Young Chung. (2012) Development of Internal System for Middle School Science Subject Textbook of Special Education Fundamental Curriculum. The Journal of Special Children Education 14:4, pages 419-441.
Crossref
Saïda Aroua, Maryline Coquidé & Salem Abbes. (2012) Controverses dans l’enseignement de l’évolution. Questions de recherches sur les stratégies d’intervention en classe et dans la formationControversies in the teaching of evolution. Research issues on how to tackle this topic in class and during training coursesKontroverse im Unterrichten der Entwicklungstheorie. Forschungsfragen über Strategien in der Klasse und in der AusbildungControversia en la enseñanza de la evolución. Cuestiones de investigaciones sobre las estrategias de intervención en clase y en la formación. RDST:5, pages 47-76.
Crossref
Ceren Tekkaya, Gülsüm Akyol & Semra Sungur. (2012) Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey. Evolution: Education and Outreach 5:3, pages 477-493.
Crossref
Cibelle Celestino Silva & Breno Arsioli Moura. (2011) Science and Society: The Case of Acceptance of Newtonian Optics in the Eighteenth Century. Science & Education 21:9, pages 1317-1335.
Crossref
Reneé S. Schwartz, Norman G. Lederman & Fouad Abd‐el‐Khalick. (2012) A series of misrepresentations: A response to Allchin's whole approach to assessing nature of science understandings. Science Education 96:4, pages 685-692.
Crossref
Emilia Afonso Nhalevilo. (2012) Chemistry practical lessons: altering traditions for students’ emancipation. Cultural Studies of Science Education 7:2, pages 447-450.
Crossref
João Batista Siqueira Harres, Michelle Camara Pizzato, Ana Paula Sebastiany, Danielle Cenci, Giane Eidelwein, Ivan Francisco Diehl & Marlete Mörs. (2012) As ideias dos alunos nas pesquisas de formação inicial de professores de ciências. Ciência & Educação (Bauru) 18:1, pages 55-68.
Crossref
Niwat Srisawasdi. 2012. Issues and Challenges in Science Education Research. Issues and Challenges in Science Education Research 93 106 .
Fouad Abd-El-Khalick. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education 1041 1060 .
Warren D. Allmon. (2011) Why Don’t People Think Evolution Is True? Implications for Teaching, In and Out of the Classroom. Evolution: Education and Outreach 4:4, pages 648-665.
Crossref
Moon-Heum Cho, Deanna M. Lankford & Daniel J. Wescott. (2011) Exploring the Relationships among Epistemological Beliefs, Nature of Science, and Conceptual Change in the Learning of Evolutionary Theory. Evolution: Education and Outreach 4:2, pages 313-322.
Crossref
Detlef Urhahne, Kerstin Kremer & Juergen Mayer. (2010) CONCEPTIONS OF THE NATURE OF SCIENCE—ARE THEY GENERAL OR CONTEXT SPECIFIC?. International Journal of Science and Mathematics Education 9:3, pages 707-730.
Crossref
Clíona Murphy, Colette Murphy & Paula Kilfeather. (2010) Children Making Sense of Science. Research in Science Education 41:2, pages 283-298.
Crossref
Parvin Bazghandi & Saeid Zarghami Hamrah. (2011) The principles of teaching science based on the ideas of Feyerabend regarding the nature of science and the manner of its expansion. Procedia - Social and Behavioral Sciences 29, pages 969-975.
Crossref
Mansoor Niaz & Arelys MazaMansoor Niaz & Arelys Maza. 2011. Nature of Science in General Chemistry Textbooks. Nature of Science in General Chemistry Textbooks 1 37 .
Erin Peters & Anastasia Kitsantas. (2010) The Effect of Nature of Science Metacognitive Prompts on Science Students’ Content and Nature of Science Knowledge, Metacognition, and Self-Regulatory Efficacy. School Science and Mathematics 110:8, pages 382-396.
Crossref
Ava Zeineddin & Fouad Abd-El-Khalick. (2010) Scientific reasoning and epistemological commitments: Coordination of theory and evidence among college science students. Journal of Research in Science Teaching 47:9, pages 1064-1093.
Crossref
Oktay Bektas & Omer Geban. (2010) Turkish high school students’ conceptions of the nature of science. Procedia - Social and Behavioral Sciences 2:2, pages 1982-1986.
Crossref
Ajay Sharma & Charles W. Anderson. (2007) Recontextualization of Science from Lab to School: Implications for Science Literacy. Science & Education 18:9, pages 1253-1275.
Crossref
Nihal Dogan & Fouad Abd‐El‐Khalick. (2008) Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching 45:10, pages 1083-1112.
Crossref
Fouad Abd‐El‐Khalick, Mindy Waters & An‐Phong Le. (2008) Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching 45:7, pages 835-855.
Crossref
Pamela Mulhall & Richard Gunstone. (2007) Views about Physics held by Physics Teachers with Differing Approaches to Teaching Physics. Research in Science Education 38:4, pages 435-462.
Crossref
Barbara Bader & Geneviève Therriault. (2008) Pertinence de la prise en compte des dimensions sociales des sciences pour renouveler la conception des sciences au primaire : illustration de la position d’une future enseignante1. Revue des sciences de l'éducation 34:1, pages 163-184.
Crossref
Chin‐Chung Tsai. (2006) Teachers' scientific epistemological views: The coherence with instruction and students' views***. Science Education 91:2, pages 222-243.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.