References
- Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. https://doi.org/https://doi.org/10.1080/09500690050044044
- Akgun, S., & Kaya, E. (2020). How do university students perceive the nature of science? Science & Education, 29, 299–330.
- Allchin, D. (2006). Lawson's shoehorn reprise. Science & Education, 15(1), 113–120. https://doi.org/https://doi.org/10.1007/s11191-005-8922-9
- Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267. https://doi.org/https://doi.org/10.3102/0013189X07306523
- Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30(1), 39–85. https://doi.org/https://doi.org/10.1080/07370008.2011.636495
- Blachowicz, J. (2009). How science textbooks treat scientific method: A philosopher's perspective. The British Journal for the Philosophy of Science, 60(2), 303–344. https://doi.org/https://doi.org/10.1093/bjps/axp011
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. David McKay.
- Brandon, R. (1994). Theory and experiment in evolutionary biology. Synthese, 99(1), 59–73. https://doi.org/https://doi.org/10.1007/BF01064530
- Brockman, R. M., Taylor, J. M., Segars, L. W., Selke, V., & Taylor, T. A. (2020). Student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education. Medical Education Online, 25(1), 1710324. https://doi.org/https://doi.org/10.1080/10872981.2019.1710324
- Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective. Organization Science, 12(2), 198–213. https://doi.org/https://doi.org/10.1287/orsc.12.2.198.10116
- Cetina-Knorr, K. (2007). Culture in global knowledge societies: Knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews, 32(4), 361–375. https://doi.org/https://doi.org/10.1179/030801807X163571
- Chinn, C., Buckland, L., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141–167. https://doi.org/https://doi.org/10.1080/00461520.2011.587722
- Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218. https://doi.org/https://doi.org/10.1002/sce.10001
- Cullinane, A., Erduran, S., & Wooding, S. J. (2019). Investigating the diversity of scientific methods in high-stakes chemistry examinations in England. International Journal of Science Education, 41(16), 2201–2217.
- Daly, A., Baird, J., Chamberlain, S., & Meadows, M. (2012). Assessment reform: Students’ and teachers’ responses to the introduction of stretch and challenge at A-Level. The Curriculum Journal, 23(2), 139–155. https://doi.org/https://doi.org/10.1080/09585176.2012.678683
- Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
- Darling-Hammond, L., & Rustique-Forrester, E. (2005). The consequences of student testing for teaching and teacher quality. In J. L. Herman & E. H. Haertel (Eds.), Uses and misuses of data for educational accountability and improvement. The 104th yearbook of the national society for the study of education, part 2 (pp. 289–319). Blackwell.
- Dodick, J., Argamon, S., & Chase, P. (2009). Understanding scientific methodology in the historical and experimental sciences via language analysis. Science & Education, 18(8), 985–1004. https://doi.org/https://doi.org/10.1007/s11191-008-9146-6
- Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291. https://doi.org/https://doi.org/10.3102/0091732X07309371
- Duschl, R., & Bybee, R. (2014). Planning and carrying out investigations: An entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1(1), 12. https://doi.org/https://doi.org/10.1186/s40594-014-0012-6
- El Masri, Y. H., Erduran, S., & Ioannidou, D. (2021). Designing practical science assessments in England: Students’ engagement and perceptions. Research in Science & Technological Education. https://doi.org/https://doi.org/10.1080/02635143.2021.1872519
- Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer.
- Erduran, S., & Kaya, E. (2019). Transforming teacher education through the epistemic core of chemistry: Empirical evidence and practical strategies. Springer.
- Erduran, S., & Wooding, S. (2021). A Project Calibrate approach to summative assessment of practical science. School Science Review, 102(381), 71–77.
- Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.. American Psychologist, 34(10), 906–911. https://doi.org/https://doi.org/10.1037/0003-066X.34.10.906
- Ford, M. J. (2015). Educational implications of choosing “practice” to describe science in the next generation science standards. Science Education, 99(6), 1041–1048. https://doi.org/https://doi.org/10.1002/sce.21188
- Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27–32. https://doi.org/https://doi.org/10.3102/0013189X018009027
- Frodeman, R. (1995). Geological reasoning: Geology as an interpretive and historical science. GSA Bulletin, 107(8), 960–968.
- Greene, J. A., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45–53. https://doi.org/https://doi.org/10.1177/2372732215622223
- Herman, B. C., Owens, D. C., Oertli, R. T., Zangori, L. A., & Newton, M. H. (2019). Exploring the complexity of students’ scientific explanations and associated nature of science views within a place-based socioscientific issue context. Science & Education, 28(3-5), 329–366. https://doi.org/https://doi.org/10.1007/s11191-019-00034-4
- Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: Investigating the diversity of scientific methods in science teachers' understanding. Science & Education, 30(2), 345–364.
- Jimenez-Aleixandre, M. P., Buggalo-Rodriguez, A., & Duschl, R. (2006). Contextualizing practices across epistemic levels in the chemistry laboratory. Science Education, 90(4), 707–733. https://doi.org/https://doi.org/10.1002/sce.20132
- Justi, R., & Gilbert, J. K. (1999). History and philosophy of science through models: The case of chemical kinetics. Science & Education, 8(3), 287–307. https://doi.org/https://doi.org/10.1023/A:1008645714002
- Kanari, Z., & Millar, R. (2004). Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching, 41(7), 748–769. https://doi.org/https://doi.org/10.1002/tea.20020
- Kartal, E. E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5(1), 30.
- Kelly, G. J., & Licona, P. (2018). Epistemic practices and science education. In M. R. Matthews (Ed.), History, philosophy and science teaching: New perspectives (pp. 139–165). Springer.
- Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: An analysis of university oceanography students’ use of evidence in writing. Science Education, 86(3), 314–342. https://doi.org/https://doi.org/10.1002/sce.10024
- Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. https://doi.org/https://doi.org/10.1080/09500693.2013.832004
- Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222–232.
- Koretz, D. (2005). Alignment, high stakes, and the inflation of test scores. Yearbook of the National Society for the Study of Education, 104(2), 99–118. https://doi.org/https://doi.org/10.1111/j.1744-7984.2005.00027.x
- Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2
- Lawson, A. (2003). Allchin's shoehorn, or why science is hypothetico-deductive. Science & Education, 12, 331–337.
- Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? Disciplinary and Interdisciplinary Science Education Research, 1(1), 6. https://doi.org/https://doi.org/10.1186/s43031-019-0002-0
- Leonard, W. H. (1991). A recipe for uncookbooking laboratory investigations. Journal of College Science Teaching, 21(2), 84–87.
- Madaus, G. F., Russell, M. K., & Higgins, J. (2009). The paradoxes of high stakes testing: How they affect students, their parents, teachers, principals, schools, and society. Information Age.
- Madaus, G. G. (1988). The distortion of teaching and testing: High-stakes testing and instruction. Peabody Journal of Education, 65(3), 29–46. https://doi.org/https://doi.org/10.1080/01619568809538611
- Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148–1174. https://doi.org/https://doi.org/10.1002/tea.21625
- Merriam-Webster Dictionary. (n.d). Retrieved May 24, 2013, from http://www.merriam-webster.com/dictionary/scientific%20method
- National Research Council. (2014). Developing assessments for the next generation science standards. The National Academies Press.
- NGSS Lead States. (2013). Next generation science standards. National Academy Press.
- Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441–467. https://doi.org/https://doi.org/10.1080/09500690010006518
- Pellegrino, J. W. (2016). 21st century science assessment: The future Is Now. (SRI education white paper). SRI International.
- Pellegrino, J. W., Wilson, M. R., Koenig, J. A., & Beatty, A. S. (2014). Developing assessments for the next generation science standards. National Research Council of the National Academies.
- Popham, J. (1987). Two-plus decades of educational objectives. International Journal of Educational Research, 11(1), 31–41.
- Resnick, L. B., & Schantz, F. (2017). Testing, teaching, learning: Who is in charge? Assessment in Education: Principles, Policy & Practice, 24(3), 424–432. https://doi.org/https://doi.org/10.1080/0969594X.2017.1336988
- Salter, S., & Gardner, C. (2016). Online or face-to-face microbiology laboratory sessions? First year higher education student perspectives and preferences. Creative Education, 7(14), 1869. https://doi.org/https://doi.org/10.4236/ce.2016.714189
- Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. https://doi.org/https://doi.org/10.1002/sce.10130
- Shepard, L. (1993). The place of testing reform in Educational reform. Educational Researcher, 22(4), 10–13. https://doi.org/https://doi.org/10.3102/0013189X022004010
- Stroupe, D. (2014). Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science-as-practice. Science Education, 98(3), 487–516. https://doi.org/https://doi.org/10.1002/sce.21112
- Turner, D. (2013). Historical geology: Methodology and metaphysics. In V. R. Baker (Ed.), Rethinking the fabric of geology: Geological society of America special paper 502 (pp. 11–18). Geological Society of America.
- Wei, B., Jiang, Z., & Gai, L. (2021). Examining the nature of practical work in school science textbooks: Coverage of the diversity of scientific methods. Science & Education. https://doi.org/https://doi.org/10.1007/s11191-021-00294-z
- Wivagg, D., & Allchin, D. (2002). The dogma of “the” scientific method. The American Biology Teacher, 69(9), 645–646.
- Woodcock, B. A. (2014). “The scientific method” as myth and ideal. Science & Education, 23(10), 2069–2093. https://doi.org/https://doi.org/10.1007/s11191-014-9704-z