[1]
|
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
doi:10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
|
[2]
|
Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Education, 88, 785-810.
doi:10.1002/sce.10143
|
[3]
|
Abd-el-Khalik, F., Bell, R. L., & Schwarz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521. doi:10.1002/tea.10034
|
[4]
|
Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
doi:10.1002/(SICI)1098-2736(200004)37:4<295::AID-TEA2>3.0.CO;2-2
|
[5]
|
Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: McMillan.
|
[6]
|
Bybee, R. W., Powell, J. C., & Trowbridge, L. W. (2008). Teaching secondary school science (9th ed.). Columbus, OH: Pearson Prentice Hall.
|
[7]
|
Center for Science, Mathematics, and Engineering Education (CSMEE). (1997). Science teaching reconsidered: A handbook. Washington DC: National Academies Press.
|
[8]
|
Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: finding “anchoring” conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554-565. doi:10.1080/0950069890110507
|
[9]
|
Cochrane, B. (2003). Developing pre-service elementary teachers’ views of the nature of science (NOS): Examining the effectiveness of intervention types. Annual Meeting of the Association for the Education of Teachers of Science, St. Louis, MO: The Association for the Education of Teachers of Science.
|
[10]
|
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Philadelphia, PA: Open University Press.
|
[11]
|
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York: Routledge Falmer.
|
[12]
|
Eaton, J. F., Anderson, C. W., & Smith, E. L. (1983). When students don’t know they don’t know. Science and Children, 20, 7-9.
|
[13]
|
Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in and elementary science methods course. Science & Education, 11, 55-67.
doi:10.1023/A:1013054823482
|
[14]
|
Keeley, P., Eberle, F., & Dorsey, C. (2008). Uncovering student ideas in science, volume 3: Another 25 formative assessment probes. Arlington, VA: National Science Teachers Association.
|
[15]
|
Koenig, K., (Director), Koehler, D. (Producer), & Ingrao, A. (Assistant Producer) (2009). 400 years of the telescope: A journey of science, technology, and thought [television broadcast]. Red Lion, PA: Interstellar Studios Production, Public Broadcasting Service.
|
[16]
|
Kurdziel, J., & Libarkin, J. (2002). Research methodologies in science education: Students’ ideas about the nature of science. Journal of Geoscience Education, 50, 322-329.
|
[17]
|
Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929.
|
[18]
|
Lemberger, J., Hewson, P. W., & Park, H. (1999). Relationship between prospective secondary teachers’ classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 347-371.
doi:10.1002/(SICI)1098-237X(199905)83:3<347::AID-SCE5>3.0.CO;2-Y
|
[19]
|
Liu, S., & Lederman, N. G. (2002). Taiwanese gifted students’ views of nature of science. School Science and Mathematics, 102, 114-123.
doi:10.1111/j.1949-8594.2002.tb17905.x
|
[20]
|
McComas, W. F., Cox-Petersen, A., & Narguizian, P. (2001). The impact of experiential science learning on participants’ understanding of the nature of science. The Meeting of the National Association for Research in Science Teaching, St. Louis, MO: National Association for Research in Science Teaching
|
[21]
|
Murcia, K., & Schibeci, R. (1999). Primary student teachers’ conceptions of the nature of science. International Journal of Science Education, 21, 1123-1140. doi:10.1080/095006999290101
|
[22]
|
National Research Council (NRC) (1996). National Science Education Standards. Washington DC: National Academies Press.
|
[23]
|
Nussbaum, J., & Novick, S. (1981). Brainstorming in the classroom to invent a model: A case study. School Science Review, 62, 771-778.
|
[24]
|
Osborne, R., Gilbert, J. K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2, 311-321. doi:10.1080/0140528800020311
|
[25]
|
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
doi:10.1002/sce.3730660207
|
[26]
|
Russell, T., & Martin, A. K. (2007). Learning to teach science. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1151-1178). Mahwah, NJ: Lawrence Erlbaum Associates.
|
[27]
|
Scharmann, L. C., & Smith, M. U. (2001). Further thoughts on defining versus describing the nature of science: A response to Niaz. Science Education, 85, 691-693. doi:10.1002/sce.1033
|
[28]
|
Smith, M. U., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83, 493-509.
doi:10.1002/(SICI)1098-237X(199907)83:4<493::AID-SCE6>3.0.CO;2-U
|