Citations (57)
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Alison Cullinane & Sibel Erduran. (2023) Nature of Science in Preservice Science Teacher Education–Case Studies of Irish Pre-service Science Teachers. Journal of Science Teacher Education 34:2, pages 201-223.
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Cristina Cobo, Ana-María Abril & Marta Romero-Ariza. (2022) Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science. International Journal of Science Education 44:18, pages 2783-2803.
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Noushin Nouri, Maryam Saberi, William F. McComas & Mehdi Mohammadi. (2021) Proposed Teacher Competencies to Support Effective Nature of Science Instruction: A Meta-Synthesis of the Literature. Journal of Science Teacher Education 32:6, pages 601-624.
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Rola Khishfe. (2020) Retention of acquired argumentation skills and nature of science conceptions. International Journal of Science Education 42:13, pages 2181-2204.
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Nasser Mansour. (2020) The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education 42:2, pages 190-217.
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Bianor Valente, Paulo Maurício & Cláudia Faria. (2018) Understanding the Process and Conditions That Improve Preservice Teachers’ Conceptions of Nature of Science in Real Contexts. Journal of Science Teacher Education 29:7, pages 620-643.
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Tuula Keinonen & Thelma de Jager. (2017) Student Teachers’ Perspectives on Chemistry Education in South Africa and Finland. Journal of Science Teacher Education 28:6, pages 485-506.
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Bridget K. Mulvey & Randy L. Bell. (2017) Making learning last: teachers’ long-term retention of improved nature of science conceptions and instructional rationales. International Journal of Science Education 39:1, pages 62-85.
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William F. McComas & Noushin Nouri. (2016) The Nature of Science and the Next Generation Science Standards: Analysis and Critique. Journal of Science Teacher Education 27:5, pages 555-576.
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Ayse Yenilmez Turkoglu & Ceren Oztekin. (2016) Science teacher candidates’ perceptions about roles and nature of scientific models. Research in Science & Technological Education 34:2, pages 219-236.
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Articles from other publishers (47)
Ryan Summers. (2023) Appraising Instructional Materials from TeachersPayTeachers for Features of NGSS Design and Nature of Science Representations. Research in Science Education.
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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.
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Günkut Mesci, Funda Yeşildağ-Hasançebi & Büşra Tuncay-Yüksel. (2023) Argumentation based nature of science instruction: Influence on pre-service science teachers’ NOS views and practicing. Teaching and Teacher Education 132, pages 104231.
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Hallie Edgerly, Jerrid Kruse & Jesse Wilcox. (2022) Investigating Elementary Teachers’ Views, Implementation, and Longitudinal Enactment of Nature of Science Instruction. Science & Education 32:4, pages 1049-1073.
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Sabine Hermisson. 2023. Worauf ich mich verlassen kann. Worauf ich mich verlassen kann
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Virginia Deborah Elaine Welter, Lars Emmerichs-Knapp & Moritz Krell. (2023) Are We on the Way to Successfully Educating Future Citizens?—A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany. Behavioral Sciences 13:3, pages 279.
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Zoubeida R. Dagher & Sibel Erduran. (2023) To FRA or not to FRA: What is the question for science education?. Science & Education.
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Sarah Voss, Isaiah Kent-Schneider, Jerrid Kruse & Ren Daemicke. (2023) Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel. Science & Education.
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Zeynep Merve Demirel, Semra Sungur & Jale Çakıroğlu. (2022) Science Teachers’ Views on the Nature of Science and its Integration into Instruction. Science & Education.
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Karma Dorji, Sherab Jatsho, Pem Choden & Pema Tshering. (2022) Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Bianor Valente, Paulo Maurício & Cláudia Faria. (2022) The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry. Science & Education.
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Christina Egger. (2022) Beobachtungen und Schlussfolgerungen im forschungsorientierten Lernen im SachunterrichtObservations and evidence-based reasoning in inquiry-oriented learning in science education. Zeitschrift für Grundschulforschung 15:1, pages 187-204.
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Fatma TAŞKIN EKiCi. (2022) Use of a Movie (Lorenzo's Oil) in Teaching Nature of Science to Preservice Science Teachers. The European Educational Researcher 5:1, pages 77-104.
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Hüseyin BAYRAM. (2021) Views of Social Studies Teachers on Scientific Research Methodology. Participatory Educational Research 8:4, pages 64-83.
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Joana Torres & Clara Vasconcelos. (2021) Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?. Education Sciences 11:11, pages 688.
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Hagop A. Yacoubian. (2021) Students’ Views of Nature of Science. Science & Education 30:2, pages 381-408.
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Richard E. Ferdig & Karl W. Kosko. (2020) Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing. TechTrends 64:6, pages 849-859.
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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.
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Günkut Mesci. (2020) The Influence of PCK-Based NOS Teaching on Pre-service Science Teachers’ NOS Views. Science & Education 29:3, pages 743-769.
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Günkut Mesci, Renee S. Schwartz & Brandy Ann-Skjold Pleasants. (2020) Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry. Science & Education 29:2, pages 263-297.
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T. E. Vossen, I. Henze, M. J. De Vries & J. H. Van Driel. (2019) Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education 30:2, pages 295-320.
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Jeanne L. Brunner & Fouad Abd‐El‐Khalick. (2019) Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials. Journal of Research in Science Teaching 57:2, pages 154-183.
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William F. McComas, Michael P. Clough & Noushin Nouri. 2020. Nature of Science in Science Instruction. Nature of Science in Science Instruction
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Ryan Summers, Sahar Alameh, Jeanne Brunner, John M. Maddux, Robert C. Wallon & Fouad Abd‐El‐Khalick. (2019) Representations of nature of science in U.S. science standards: A historical account with contemporary implications. Journal of Research in Science Teaching 56:9, pages 1234-1268.
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Joana Torres & Clara Vasconcelos. (2019) Prospective Science Teachers’ Views of Nature of Science: Data from an Intervention Programme. EURASIA Journal of Mathematics, Science and Technology Education 16:1.
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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.
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Ceyhan Cigdemoglu & Fitnat Köseoğlu. (2019) Improving Science Teachers’ Views about Scientific Inquiry. Science & Education 28:3-5, pages 439-469.
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Jeanne L. Brunner. (2019) Teachers’ Use of Educative Features in Guides for Nature of Science Read-Alouds. Science & Education 28:3-5, pages 413-437.
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Ryan Summers & Fouad Abd-El-Khalick. (2019) Examining the Representations of NOS in Educational Resources. Science & Education 28:3-5, pages 269-289.
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Subuh Anggoro, Ari Widodo, Andi Suhandi & David F. Treagust. (2019) Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA Journal of Mathematics, Science and Technology Education 15:8.
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CRISTIANE MARTINS DA SILVA & ROSÁRIA JUSTI. (2019) PLANEJAMENTO E CONDUÇÃO DE DISCUSSÕES SOBRE NATUREZA DA CIÊNCIA OCORRIDAS EM UMA SITUAÇÃO DE ENSINO FUNDAMENTADA EM MODELAGEM CONDUZIDA POR UMA PROFESSORA EM FORMAÇÃO. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 21.
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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.
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Gamze Çetinkaya-Aydın & Jale Çakıroğlu. (2017) Learner Characteristics and Understanding Nature of Science. Science & Education 26:7-9, pages 919-951.
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Andrej Šorgo, Vincentas Lamanauskas, Slavica Šimić Šašić, Zehra N. Ersozlu, Iztok Tomažič, Milan Kubiatko, Pavol Prokop, Alpay Ersozlu, Jana Fančovičova, Martin Bilek & Muhammet Usak. (2017) Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy. EURASIA Journal of Mathematics, Science and Technology Education 13:10.
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Jerrid W. Kruse, Jaclyn M. Easter, Hallie S. Edgerly, Colin Seebach & Neal Patel. (2017) The Impact of a Course on Nature of Science Pedagogical Views and Rationales. Science & Education 26:6, pages 613-636.
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José Antonio Acevedo-Díaz, Antonio García-Carmona & María del Mar Aragón. (2017) Historia de la ciencia para enseñar naturaleza de la ciencia: una estrategia para la formación inicial del profesorado de ciencia. Educación Química 28:3, pages 140-146.
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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.
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Antonio García-Carmona & José Antonio Acevedo-Díaz. (2017) Understanding the Nature of Science Through a Critical and Reflective Analysis of the Controversy Between Pasteur and Liebig on Fermentation. Science & Education 26:1-2, pages 65-91.
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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.
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Akcay Suleyman. (2016) An analysis of teachers perceptions through metaphors: Prospective Turkish teachers of science, math and social science in secondary education. Educational Research and Reviews 11:24, pages 2167-2176.
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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.
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Cristina Sousa. (2016) The Scientific Methods of Biology, Starting with Charles Darwin. The American Biology Teacher 78:2, pages 109-117.
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Surayot Supprakob, Chatree Faikhamta & Potjanart Suwanruji. (2016) Using the lens of pedagogical content knowledge for teaching the nature of science to portray novice chemistry teachers' transforming NOS in early years of teaching profession. Chemistry Education Research and Practice 17:4, pages 1067-1080.
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Jan Ruhrig & Dietmar Höttecke. (2015) Components of Science Teachers’ Professional Competence and Their Orientational Frameworks when Dealing with Uncertain Evidence in Science Teaching. International Journal of Science and Mathematics Education 13:2, pages 447-465.
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Marie Evens, Jan Elen & Fien Depaepe. (2015) Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International 2015, pages 1-23.
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