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  1. Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation.Ying-Chih Chen - forthcoming - Science & Education.
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  • When Modern Physics Meets Nature of Science: The Representation of Nature of Science in General Relativity in New Korean Physics Textbooks.Wonyong Park, Seungran Yang & Jinwoong Song - 2019 - Science & Education 28 (9-10):1055-1083.
    The social reaction to the recent detection of the Higgs boson and gravitational waves provided evidence that public interest in modern physics has reached a high point. Although these modern physics topics are being introduced into the upper secondary physics curricula in a growing number of countries, their potential for teaching various aspects of scientific practice have yet to be explored. This article responds to this call by providing an analysis of new South Korean high school physics textbooks’ representations of (...)
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  • The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science.Anthony W. Lorsbach, Allison Antink Meyer & Anna Maria Arias - 2019 - Science & Education 28 (9-10):1085-1103.
    This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The correspondence of Charles Darwin was used to provide historical context to nature of science concepts of the sociocultural embeddedness of science, the subjective and reflective nature of the knowledge and experiences of scientists, and science is composed of different types of empirically based knowledge. Darwin’s own words, reactions to other’s words and ideas, and personal correspondences illustrate (...)
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  • The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education.Douglas Allchin - 2012 - Science & Education 21 (9):1263-1281.
  • Scientific Ethics: A New Approach.Marcello Menapace - 2019 - Science and Engineering Ethics 25 (4):1193-1216.
    Science is an activity of the human intellect and as such has ethical implications that should be reviewed and taken into account. Although science and ethics have conventionally been considered different, it is herewith proposed that they are essentially similar. The proposal set henceforth is to create a new ethics rooted in science: scientific ethics. Science has firm axiological foundations and searches for truth and knowledge. Hence, science cannot be value neutral. Looking at standard scientific principles, it is possible to (...)
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  • Improving Science Teachers’ Views About Scientific Inquiry.Fitnat Köseoğlu & Ceyhan Cigdemoglu - 2019 - Science & Education 28 (3 - 5):439-469.
    The present study specifically focuses on science teachers’ views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were prepared at a professional development workshop designed for better utilization of science centers. As an impact evaluation research, qualitative data was collected from 41 purposively selected volunteer science teachers. The project team provided the participants with intense instruction in inquiry, and fostered them to learn nature of science and nature of scientific inquiry explicitly. The participants designed (...)
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  • A Critical Review of Students’ and Teachers’ Understandings of Nature of Science.Claudia Vergara, Martina Valencia, José Pavez, David Santibáñez, Paola Núñez & Hernán Cofré - 2019 - Science & Education 28 (3 - 5):205-248.
    There is widespread agreement that an adequate understanding of the nature of science is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that consider the teaching of NOS (...)
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  • ‘Grasp of Practice’ as a Reasoning Resource for Inquiry and Nature of Science Understanding.Michael Ford - 2008 - Science & Education 17 (2-3):147-177.
  • Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science.Cody Tyler Williams & David Wÿss Rudge - 2016 - Science & Education 25 (3-4):407-427.
    Science education researchers have long advocated the central role of the nature of science for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit (...)
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  • Pupils Produce Their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric–Heliocentric Debate.Panagiotis Piliouras, Spyros Siakas & Fanny Seroglou - 2011 - Science & Education 20 (7-8):761-795.
  • Changes in Students’ Views About Nature of Scientific Inquiry at a Science Camp.G. Leblebicioglu, D. Metin, E. Capkinoglu, P. S. Cetin, E. Eroglu Dogan & R. Schwartz - 2017 - Science & Education 26 (7-9):889-917.
    Although nature of science and nature of scientific inquiry are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry which is scientific knowledge whereas NOSI is more related to the process of SI. Lederman et al. determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry and NOSI to 24 6th and 7th graders. The core of the program was guided inquiry (...)
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  • Production of a Science Documentary and its Usefulness in Teaching the Nature of Science: Indirect Experience of How Science Works.Sun Young Kim, Sang Wook Yi & Eun Hee Cho - 2014 - Science & Education 23 (5):1197-1216.
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  • Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society Issues.Ángel Vázquez-Alonso, Antonio García-Carmona, María Antonia Manassero-Mas & Antoni Bennàssar-Roig - 2013 - Science & Education 22 (5):1191-1218.
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  • Learner Characteristics and Understanding Nature of Science.Gamze Çetinkaya-Aydın & Jale Çakıroğlu - 2017 - Science & Education 26 (7-9):919-951.
    The purpose of this study was to investigate the possible associations between preservice science teachers’ understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case study design, data were collected by means of different qualitative and quantitative (...)
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  • Representation of Scientific Methodology in Secondary Science Textbooks.Ian C. Binns & Randy L. Bell - 2015 - Science & Education 24 (7-8):913-936.
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  • Analysis of Nature of Science Included in Recent Popular Writing Using Text Mining Techniques.Feng Jiang & William F. McComas - 2014 - Science & Education 23 (9):1785-1809.
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  • Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators’ Conceptions.Zhi Hong Wan, Siu Ling Wong & Ying Zhan - 2013 - Science & Education 22 (10):2593-2619.
  • Teaching About Theory-Laden Observation to Secondary Students Through Manipulated Lab Inquiry Experience.Kwok-chi Lau & Shi-lun Chan - 2013 - Science & Education 22 (10):2641-2658.
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