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Journal of Science Teacher Education Volume 29, 2018 - Issue 7
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Understanding the Process and Conditions That Improve Preservice Teachers’ Conceptions of Nature of Science in Real Contexts

Bianor ValenteEscola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, Campus de Benfica, Lisboa, PortugalCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6541-8000
ORCID Icon,
Paulo MaurícioEscola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, Campus de Benfica, Lisboa, PortugalORCID Iconhttp://orcid.org/0000-0003-3321-9108
ORCID Icon &
Cláudia FariaInstituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisboa, PortugalORCID Iconhttp://orcid.org/0000-0003-1278-8061
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Pages 620-643 | Published online: 12 Jul 2018

Citations (3)

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Read on this site (1)

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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Articles from other publishers (2)

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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Antoni Badia & Silvia Iglesias. (2019) The Science Teacher Identity and the Use of Technology in the Classroom. Journal of Science Education and Technology 28:5, pages 532-541.
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