Developing and Acting Upon One's Conception of the Nature of Science: A Follow-Up Study.

By Randy L. Bell, Norman G. Lederman, F. Abd‐El‐Khalick. 2000

329 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0408a9b0135c62613486cd9459ead95f2a90e216

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Social Psychology

Citations in the corpus

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, background): “Cognitive variability is often evident during periods of rapid change, although it is evident before them and after them as well ( Alibali and Goldin-Meadow 1993; Siegler and Svetina 2002).”
Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course (2007, background): “Additionally, Lederman and his colleagues have suggested that consensus does exist on many aspects of the nature of science that are accessible and relevant to K–12 students (Bell et al., 2000; Lederman, 1999; Lederman & Abd-El-Khalick, 1998; Smith et al., 1997).”
Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “targeted understandings of the nature of science and did not conflate process skills and nature of science (an issue reported in previous investigations, e.g., Abd-El-Khalick et al., 1998; Bell et al., 2000).”
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “…1998) that is explicitly planned for in a way that draws students’ attention to important NOS issues when teaching science (Akindehin 1988; Lederman 1992; Clough 1997, 1998, 2004; McComas 1998; Abd-El-Khalick & Lederman 2000a; Akerson et al. 2000; Bell et al. 2000; Khishfe & Abd-El-Khalick 2002).”
Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning (2005, background): “The results reported here are by no means new or unusual in the case of preservice secondary science teachers (see Abd-El-Khalick et al. 1998, Bell et al. 2000).”
Relationship between Instructional Context and Views of Nature of Science (2007, result): “These findings corroborate previous studies with explicit approaches to improve learning of NOS (eg, Abd‐El‐Khalick, 2001 ; Bell, Lederman, & Abd‐El‐Khalick, 2000 ; Khishfe & Abd‐El‐Khalick, 2002 ).”
Student conceptualizations of the nature of science in response to a socioscientific issue (2004, methodology): “This type of direct instruction whereby teachers explicitly teach NOS concepts has been successfully applied and is advocated by other researchers (Abd-El-Khalick and Lederman 2000, Bell et al. 2000).”
Some student teachers’ conceptions of creativity in school science (2009, background): “It is mediated by such matters as the pressure to cover content, a lack of teaching experience, preferred teaching approaches and student reactions to them (Fryer and Collings 1991; Brickhouse and Bodner 1992; Bell, Lederman, and Abd-El-Khalick 2000).”