Development of an assessment of student conception of the nature of science

Journal of Geoscience Education

Volumn 49, Issue 5, 2001, Pages 435-442

  Libarkin, J C ^a  

^a UNIVERSITY OF ARIZONA   (United States)

Author keywords

Education science; Education undergraduate; Geoscience teaching and curriculum

Indexed keywords

CURRICULUM; EDUCATION; TEACHING; UNIVERSITY SECTOR;

EID: 0035685775     PISSN: 10899995     EISSN: None     Source Type: Journal    
DOI: 10.5408/1089-9995-49.5.435     Document Type: Article

References (13)

1. The development of a new instrument: Views on science-technology-society (VOSTS)
2. Views about science-technology-society. I. Methods and issues in monitoring student views
3. Comparing changes in attitude in three different introductory computing courses
4. Views about science-technology-science interactions held by college students in general education physics and STS courses
5. Disciplinary differences in what is taught and in students' perceptions of what they learn and of how they are taught
6. Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform
7. High-school graduates' beliefs about science-technology-society. II. The interaction among science, technology, and society
8. Development of a poll of scientific literacy test-items based on selected AAAS literacy goals
9. Scientific literacy: A conceptual and empirical review
10. Development of an instrument to assess secondary school students' understanding of the nature of scientific knowledge
11. High-school graduates' beliefs about science-technology-society. IV. The characteristics of scientists
12. Disciplinary and institutional differences in undergraduate education goals