Citations (30)
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J. Parthasarathy. (2023) Content analysis of Biology textbooks across selected educational boards of Asia for misconceptions and elements of conceptual change towards learning ‘Cell Structure’. Cogent Education 10:2.
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Tao Wang, Yongjun Ma, Yizhou Ling & Jingying Wang. (2023) Integrated STEM in high school science courses: an analysis of 23 science textbooks in China. Research in Science & Technological Education 41:3, pages 1197-1214.
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Yuanze Zhu & Aibin Tang. (2023) An analysis of the nature of science represented in Chinese middle school chemistry textbooks. International Journal of Science Education 45:4, pages 314-331.
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Haoli Zhuang, Yang Xiao, Qiaoyi Liu, Bing Yu, Jianwen Xiong & Lei Bao. (2021) Comparison of nature of science representations in five Chinese high school physics textbooks. International Journal of Science Education 43:11, pages 1779-1798.
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Emilia Andersson-Bakken, Kirsti Marie Jegstad & Jonas Bakken. (2020) Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education 42:8, pages 1320-1338.
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Jia Xun Chua, Aik-Ling Tan & Umesh Ramnarain. (2019) Representation of NOS aspects across chapters in Singapore Grade 9 and 10 Biology textbooks: insights for improving NOS representation. Research in Science & Technological Education 37:3, pages 259-278.
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Louie B. Gerondio, Whelyn Aura R. Unabia, Zaira M. Mayang & Jemer A. Alimbon. Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines. International Journal of Science Education 0:0, pages 1-19.
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Articles from other publishers (23)
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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Umesh Ramnarain. (2023) The Inclusion of Nature of Science in South African Life Sciences and Physical Sciences School Curricula. International Journal of Science and Mathematics Education.
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Umesh Ramnarain. (2022) South African Science Teachers’ Experiences of Inquiry-Based Teaching at Disadvantaged Schools. Research in Science Education 53:4, pages 727-740.
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Lijun Wei, Bilin Gao, Jingying Wang, Chunming Jiang, Xufan Zhang & Xiaomei Ping. (2023) Research on the Nature of Science in China’s Current High School Physics Textbooks. Science & Education.
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Kristina Fricke & Bianca Reinisch. (2023) Evaluation of Nature of Science Representations in Biology School Textbooks Based on a Differentiated Family Resemblance Approach. Science & Education.
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Ebrahim Zarei & Roghayeh Hossein Nia. (2023) Analysis of High School Chemistry Textbooks Used in Iran for Representations of Nature of Science. Interchange 54:2, pages 253-270.
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Boisandi Boisandi & Sy. Lukman Hakim Alsagaf. (2023) The Implementation of the PCK-Based Electricity and Magnetism Textbook on Student Learning Outcomes. Jurnal Pendidikan Fisika dan Teknologi 9:1, pages 50-55.
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Angela Elisabeth Stott. (2023) The efficacy of instruction in application of mole ratios and submicro- and macro-scopic equivalent forms of the mole within the unit factor method. Chemistry Education Research and Practice 24:2, pages 551-566.
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Shaohui Chi, Zuhao Wang & Li Qian. (2023) Scientists in the Textbook. Science & Education.
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Beyza Okan & Ebru Kaya. 2023. Fostering Scientific Citizenship in an Uncertain World. Fostering Scientific Citizenship in an Uncertain World
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Vianney Munezero, Lakhan Lal & Jean Bosco. (2022) Representation of Nature of Science in Physics Textbooks of Cycle 4 Fundamental Schools in Burundi. European Journal of Educational Research 11:4, pages 2487-2496.
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Jean Bosco Bugingo, Lakhan Lal Yadav, Innocent Sebasaza Mugisha & K. K. Mashood. (2022) Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature. Science & Education.
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Yi-Fen Yeh, Thasmai Dhurumraj & Umesh Ramnarain. (2022) Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism. Science & Education.
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Beyza Okan & Ebru Kaya. (2022) Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks. Science & Education.
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Emre ÖZDEMİR. (2022) Ortaokul Fen Bilimleri Ders Kitaplarının Bilim İnsanları Bağlamında İncelenmesiAnalysis of Secondary School Science Textbooks in the Context of Scientists. Eğitim ve Toplum Araştırmaları Dergisi.
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İsa DEVECİ & Ayşe ALTINTAŞ. (2022) 2019 Yılı Fen Bilimleri Ders Kitaplarının Ölçme ve Değerlendirme Yaklaşımları Açısından İncelenmesiAn Analysis of 2019 Science Textbooks in Terms of Assessment and Evaluation Approaches. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 31-45.
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Umesh Ramnarain & Lydia Mavuru. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Angela Stott & Annemarie Hattingh. (2020) Pre-service teachers’ views about the nature of science and scientific inquiry: The South African case. South African Journal of Education 40:1, pages 1-12.
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Matsun, V S Andrini, T W Maduretno & A C Yusro. (2019) Development of physics learning e-module based on local culture wisdom in Pontianak,West Kalimantan. Journal of Physics: Conference Series 1381:1, pages 012045.
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Hagop A. Yacoubian, Layan Al-Khatib & Taline Mardirossian. (2017) Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks. Science & Education 26:5, pages 513-528.
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