-
1
-
-
0032386587
-
The nature of science and instructional practice: Making unnatural natural
-
Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making unnatural natural. Science Education, 82, 417–436.
-
(1998)
Science Education
, vol.82
, pp. 417-436
-
-
Abd-El-khalick, F.1
Bell, R.L.2
Lederman, N.G.3
-
2
-
-
0012797742
-
Improving science teachers’ conceptions of nature of science: A critical review of the literature
-
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665–701.
-
(2000)
International Journal of Science Education
, vol.22
, pp. 665-701
-
-
Abd-El-khalick, F.1
Lederman, N.G.2
-
3
-
-
0041021945
-
Japanese and Canadian science teachers’ views on science and culture
-
Aikenhead, G. S., & Otsuji, H. (2000). Japanese and Canadian science teachers’ views on science and culture. Journal of Science Teacher Education, 11(4), 277–299.
-
(2000)
Journal of Science Teacher Education
, vol.11
, Issue.4
, pp. 277-299
-
-
Aikenhead, G.S.1
Otsuji, H.2
-
4
-
-
0003884991
-
-
New York: Oxford University Press
-
American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
-
(1990)
Science for All Americans
-
-
-
5
-
-
84983940764
-
A comparative analysis of NOSS profiles on Nigerian and American preservice, secondary science teachers
-
Cobern, W. W. (1989). A comparative analysis of NOSS profiles on Nigerian and American preservice, secondary science teachers. Journal of Research in Science Education, 26, 533–541.
-
(1989)
Journal of Research in Science Education
, vol.26
, pp. 533-541
-
-
Cobern, W.W.1
-
6
-
-
0042027457
-
Measures of people’s beliefs about knowledge and learning
-
Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people’s beliefs about knowledge and learning. Educational Psychology Review, 13, 419–449.
-
(2001)
Educational Psychology Review
, vol.13
, pp. 419-449
-
-
Duell, O.K.1
Schommer-Aikins, M.2
-
8
-
-
84989093061
-
The interplay of scientific epistemological views, learning strategies, and attitudes of college students
-
Edmondson, K. M., & Novak, J. D. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547–559.
-
(1993)
Journal of Research in Science Teaching
, vol.30
, pp. 547-559
-
-
Edmondson, K.M.1
Novak, J.D.2
-
9
-
-
31144450606
-
Cross-cultural conceits: Science in China and the West
-
Gutman, M. C. (1992). Cross-cultural conceits: Science in China and the West. Science as Culture, 3, 208–239.
-
(1992)
Science as Culture
, vol.3
, pp. 208-239
-
-
Gutman, M.C.1
-
11
-
-
84987252041
-
In search of a rationale for multicultural science education
-
Hodson, D. (1993). In search of a rationale for multicultural science education. Science Education, 77, 685–711.
-
(1993)
Science Education
, vol.77
, pp. 685-711
-
-
Hodson, D.1
-
12
-
-
0001241236
-
Boys and girls in the performance-based science classroom: Who’s doing the performing
-
Jovanovic, J., & King, S. S. (1998). Boys and girls in the performance-based science classroom: Who’s doing the performing. American Educational Research Journal, 35, 477–496.
-
(1998)
American Educational Research Journal
, vol.35
, pp. 477-496
-
-
Jovanovic, J.1
King, S.S.2
-
13
-
-
85012469719
-
Gender and science education in schools: A review “with attitude
-
Kenway, J., & Gough, A. (1998). Gender and science education in schools: A review “with attitude.” Studies in Science Education, 31, 1–30.
-
(1998)
Studies in Science Education
, vol.31
, pp. 1-30
-
-
Kenway, J.1
Gough, A.2
-
14
-
-
31144449219
-
Views on the philosophy of science among undergraduate science students and their tutors at the university of Papua New Guinea: Origins, progression, enculturation and destinations
-
Kichawen, P., Swain, J., & Monk, M. (2004). Views on the philosophy of science among undergraduate science students and their tutors at the university of Papua New Guinea: Origins, progression, enculturation and destinations. Research in Science & Technological Education, 22(1), 81–98.
-
(2004)
Research in Science & Technological Education
, vol.22
, Issue.1
, pp. 81-98
-
-
Kichawen, P.1
Swain, J.2
Monk, M.3
-
16
-
-
84984080164
-
Students’ and teachers’ conceptions of the nature of science: A review of the research
-
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.
-
(1992)
Journal of Research in Science Teaching
, vol.29
, pp. 331-359
-
-
Lederman, N.G.1
-
17
-
-
84987199935
-
Students’ perceptions of tentativeness in science: Development, use, and sources of change
-
Lederman, N. G., & O’Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74, 225–239.
-
(1990)
Science Education
, vol.74
, pp. 225-239
-
-
Lederman, N.G.1
O’Malley, M.2
-
20
-
-
85170067192
-
Taiwanese gifted students’ views of nature of science
-
Liu, S.-Y., & Lederman, N. G. (2002). Taiwanese gifted students’ views of nature of science. School Science and Mathematics, 102, 114–123.
-
(2002)
School Science and Mathematics
, vol.102
, pp. 114-123
-
-
Liu, S.-Y.1
Lederman, N.G.2
-
22
-
-
0039737405
-
The role and character of the nature of science in science education
-
W. F. McComas (Ed.), Dordrecht, The Netherlands: Kluwer Academic Publisher
-
McComas, W. F., Clough, M., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3–39). Dordrecht, The Netherlands: Kluwer Academic Publisher.
-
(1998)
The Nature of Science in Science Education: Rationales and Strategies
, pp. 3-39
-
-
McComas, W.F.1
Clough, M.2
Almazroa, H.3
-
24
-
-
0003608696
-
-
Washington, DC: National Academy Press
-
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
-
(1996)
National Science Education Standards
-
-
-
25
-
-
84987216644
-
An analysis of prospective science teachers’ understanding of the nature of science
-
Ogunniyi, M. B. (1982). An analysis of prospective science teachers’ understanding of the nature of science. Journal of Research in Science Teaching, 19(1), 25–32.
-
(1982)
Journal of Research in Science Teaching
, vol.19
, Issue.1
, pp. 25-32
-
-
Ogunniyi, M.B.1
-
26
-
-
84987248051
-
Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary science teachers
-
Pomeroy, D. (1993). Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary science teachers. Science Education, 77, 261–278.
-
(1993)
Science Education
, vol.77
, pp. 261-278
-
-
Pomeroy, D.1
-
27
-
-
84987216736
-
Students’ preconceptions about the epistemology of science
-
Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559–580.
-
(1992)
Science Education
, vol.76
, pp. 559-580
-
-
Ryan, A.G.1
Aikenhead, G.S.2
-
28
-
-
84984080142
-
How do students’ views of science influence knowledge integration?
-
Songer, N. B., & Linn, M. C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761–784.
-
(1991)
Journal of Research in Science Teaching
, vol.28
, pp. 761-784
-
-
Songer, N.B.1
Linn, M.C.2
-
29
-
-
0027651292
-
Gender differences in attitudes toward science
-
Trankina, M. L. (1993). Gender differences in attitudes toward science. Psychological Reports, 73, 123–130.
-
(1993)
Psychological Reports
, vol.73
, pp. 123-130
-
-
Trankina, M.L.1
-
30
-
-
0039657215
-
An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders
-
Tsai, C.-C. (1998a). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82, 473–489.
-
(1998)
Science Education
, vol.82
, pp. 473-489
-
-
Tsai, C.-C.1
-
31
-
-
0003124201
-
Science learning and constructivism
-
Tsai, C.-C. (1998b). Science learning and constructivism. Curriculum and Teaching, 13, 31–52.
-
(1998)
Curriculum and Teaching
, vol.13
, pp. 31-52
-
-
Tsai, C.-C.1
-
32
-
-
0001622868
-
An analysis of Taiwanese eighth graders’ science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory
-
Tsai, C.-C. (1998c). An analysis of Taiwanese eighth graders’ science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20, 413–425.
-
(1998)
International Journal of Science Education
, vol.20
, pp. 413-425
-
-
Tsai, C.-C.1
-
33
-
-
0033449284
-
Laboratory exercises help me memorize the scientific truths: A study of eighth graders’ scientific epistemological views and learning in laboratory activities
-
Tsai, C.-C. (1999a). “Laboratory exercises help me memorize the scientific truths”: A study of eighth graders’ scientific epistemological views and learning in laboratory activities. Science Education, 83, 654–674.
-
(1999)
Science Education
, vol.83
, pp. 654-674
-
-
Tsai, C.-C.1
-
34
-
-
0003309806
-
The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students
-
Tsai, C.-C. (1999b). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21, 1201–1222.
-
(1999)
International Journal of Science Education
, vol.21
, pp. 1201-1222
-
-
Tsai, C.-C.1
-
35
-
-
0034195374
-
Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments
-
Tsai, C.-C. (2000a). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193–205.
-
(2000)
Educational Research
, vol.42
, pp. 193-205
-
-
Tsai, C.-C.1
-
36
-
-
0000595288
-
The effects of STS-oriented instruction on female tenth graders’ cognitive structure outcomes and the role of student scientific epistemological beliefs
-
Tsai, C.-C. (2000b). The effects of STS-oriented instruction on female tenth graders’ cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22, 1099–1115.
-
(2000)
International Journal of Science Education
, vol.22
, pp. 1099-1115
-
-
Tsai, C.-C.1
-
37
-
-
0036116584
-
A science teacher’s reflections and knowledge growth about STS instruction after actual implementation
-
Tsai, C.-C. (2002). A science teacher’s reflections and knowledge growth about STS instruction after actual implementation. Science Education, 86, 23–41.
-
(2002)
Science Education
, vol.86
, pp. 23-41
-
-
Tsai, C.-C.1
-
38
-
-
85011191055
-
The interplay between philosophy of science and the practice of science education
-
Tsai, C.-C. (2003). The interplay between philosophy of science and the practice of science education. Curriculum and Teaching, 18, 27–43.
-
(2003)
Curriculum and Teaching
, vol.18
, pp. 27-43
-
-
Tsai, C.-C.1
|