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International Journal of Science Education Volume 40, 2018 - Issue 18
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Articles

Supporting elementary teachers’ enactment of nature of science instruction: a randomized controlled trial

Jennifer L. MaengCurry School of Education, University of Virginia, Charlottesville, VA, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-4955-4023View further author information
ORCID Icon,
Randy L. BellCollege of Education, Oregon State University, Corvallis, OR, USAView further author information
,
Tyler St. ClairSchool of Education and Professional Studies, SUNY Potsdam, Potsdam, NY, USAORCID Iconhttp://orcid.org/0000-0001-5297-9482View further author information
ORCID Icon,
Amanda L. GoncziGreat Lakes Research Center, Michigan Technological University, Houghton, MI, USAView further author information
&
Brooke A. WhitworthDepartment of Teacher Education, University of Mississippi, Oxford, MS, USAORCID Iconhttp://orcid.org/0000-0002-3944-291XView further author information
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Pages 2245-2264 | Received 07 Nov 2017, Accepted 23 Sep 2018, Published online: 07 Oct 2018

Citations (6)

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Read on this site (2)

Helen Georgiou. (2023) Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis. Journal of Science Teacher Education 34:3, pages 248-266.
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Lindsay B. Wheeler, Bridget K. Mulvey, Jennifer L. Maeng, Mila Rosa Librea-Carden & Randy L. Bell. (2019) Teaching the teacher: exploring STEM graduate students’ nature of science conceptions in a teaching methods course. International Journal of Science Education 41:14, pages 1905-1925.
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Articles from other publishers (4)

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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Jennifer L. Maeng, Brooke A. Whitworth, Randy L. Bell & Donna R. Sterling. (2020) The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction. Science Education 104:2, pages 326-353.
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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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Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Shifang Tang, Cindy Guerrero, Zhuoying Wang & Fubiao Zhen. (2021) Investigating the Impact of Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. SSRN Electronic Journal.
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