Advanced search
Publication Cover
International Journal of Science Education Volume 43, 2021 - Issue 6
Submit an article Journal homepage
1,000
Views
3
CrossRef citations to date
0
Altmetric
Articles

‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices

Mila Rosa Librea-CardenSchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8954-233X
ORCID Icon,
Bridget K. MulveySchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0002-2515-0940
ORCID Icon,
Lisa A. BorgerdingSchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0001-8197-5237
ORCID Icon,
Andrew L. WileySchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0003-1092-7267
ORCID Icon &
Tanzimul FerdousSchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0003-4091-2293
ORCID Icon
Pages 949-968 | Received 18 Jul 2020, Accepted 18 Feb 2021, Published online: 13 Mar 2021

Citations (3)

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 (2)

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
Mjege Kinyota & Beatha Simon Rwimo. (2021) Developing Student Teachers’ Conceptions of the Nature of Science: An Assessment of a Pre-Service Science Teacher Programme in Tanzania. African Journal of Research in Mathematics, Science and Technology Education 25:3, pages 269-279.
Read now

Articles from other publishers (1)

Sarah Lilly, Anne M. McAlister, Sarah J. Fick & Jennifer L. Chiu. (2023) A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit. Science Education 107:4, pages 853-883.
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.