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International Journal of Science Education Volume 36, 2014 - Issue 5
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Original Articles

An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy

Nicos PapadourisLearning in Science Group, Department of Educational Sciences, University of Cyprus, Cyprus
&
Costas P. ConstantinouLearning in Science Group, Department of Educational Sciences, University of Cyprus, CyprusCorrespondence[email protected]
Pages 755-782 | Published online: 19 Aug 2013

Citations (15)

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Read on this site (1)

Nicos Papadouris & Constantinos P. Constantinou. (2017) Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning. International Journal of Science Education 39:6, pages 663-682.
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Articles from other publishers (14)

Rola Khishfe. (2022) Improving Students’ Conceptions of Nature of Science: A Review of the Literature. Science & Education 32:6, pages 1887-1931.
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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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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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Anna Koumara. (2022) History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers. Science & Education.
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Hendrik Härtig, Jeffrey C. Nordine & Knut Neumann. 2020. International Perspectives on the Contextualization of Science Education. International Perspectives on the Contextualization of Science Education 113 144 .
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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Constantinos P. Constantinou, Christiana Th. Nicolaou & Marios Papaevripidou. 2019. Towards a Competence-Based View on Models and Modeling in Science Education. Towards a Competence-Based View on Models and Modeling in Science Education 39 58 .
Nicos Papadouris, Stamatis Vokos & Constantinos P. Constantinou. (2018) The pursuit of a “better” explanation as an organizing framework for science teaching and learning. Science Education 102:2, pages 219-237.
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Sebastian Tobias Opitz, Knut Neumann, Sascha Bernholt & Ute Harms. (2017) How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument. EURASIA Journal of Mathematics, Science and Technology Education 13:7.
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Brian R. Belland, Jiangyue Gu, Nam Ju Kim & David J. Turner. (2016) An ethnomethodological perspective on how middle school students addressed a water quality problem. Educational Technology Research and Development 64:6, pages 1135-1161.
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Hanno Michel & Irene Neumann. (2017) Nature of Science and Science Content Learning. Science & Education 25:9-10, pages 951-975.
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Nicos Papadouris & Constantinos P. Constantinou. (2016) Investigating middle school students' ability to develop energy as a framework for analyzing simple physical phenomena. Journal of Research in Science Teaching 53:1, pages 119-145.
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Ludovic Morge & Christian Buty. (2014) L’énergie : vers des recherches plurididactiquesEnergy: towards pluri-didactical research. RDST:10, pages 9-34.
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Nicos Papadouris & Constantinos P. Constantinou. 2014. Teaching and Learning of Energy in K – 12 Education. Teaching and Learning of Energy in K – 12 Education 207 221 .

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