Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers

Science Education

Volumn 77, Issue 3, 1993, Pages 261-278

  Pomeroy, Deborah ^a,b  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84987248051     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.3730770302     Document Type: Article

References (39)

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2. Nature of science (1969) and (1984): Perspectives of preservice secondary science teachers
3. The creative process
4. A case of high school teachers' decision making models for planning and teaching science
5. Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science
6. Promise and prospect
7. Philosophy of science, science and science education
8. Science, facts, and feminism
9. Toward a philosophical basis for science education of the 1990's: An African view‐point
10. Understanding the nature of science: A comparison of scientists and science teachers
11. Beginning teachers' knowledge of and attitudes toward history and philosophy of science
12. The revelance of philosophy of science for science education
13. A role of history and philosophy in science teaching
14. Classroom conceptual change: Philosophical perspectives
15. Science across cultures: Building bridges between traditional Western and Alaskan Native cultures
16. History and philosophy of science and multicultural science teaching
17. Breaking free from dogma: Philosophical prejudice in science education
18. Philosophies‐of and the curriculum
19. Constructivist perspectives on science and mathematics learning