Embedding Nature of Science Instruction in Preservice Elementary Science Courses: Abandoning Scientism, But...

By F. Abd‐El‐Khalick. 2001

235 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/07366e029a975f1c5f1979f57a999dd3168efd92

How researchers see this paper

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

In Developmental and Educational Psychology

1. R. Khishfe
2. F. Abd‐El‐Khalick
3. V. Akerson
4. Randy L. Bell
5. D. Hanuscin
6. Michael P. Clough
7. J. J. Matkins
8. D. Zeidler

In Education

1. R. Khishfe
2. F. Abd‐El‐Khalick
3. Randy L. Bell
4. D. Hanuscin
5. V. Akerson
6. J. J. Matkins
7. D. Zeidler
8. Michael P. Clough

In Social Psychology

1. Randy L. Bell
2. F. Abd‐El‐Khalick
3. R. Khishfe
4. Michael P. Clough
5. J. J. Matkins
6. B. Gansneder
7. Norman G. Lederman
8. Nader Wahbeh

Citations in the corpus

• The development of seventh graders' views of nature of science (2008, background): “Abd-El-Khalick, Bell, and Lederman (1998) argued that the disagreements among philosophers of science, historians of science, scientists, and science educators regarding a universal definition for NOS are irrelevant to K-12 students.”
• Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “NOS instruction also was embedded in content-rich activities (see Abd-El-Khalick, 2001).”
• Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Researchers have argued NOS be viewed as a cognitive, rather than affective outcome of instruction (Abd-El-Khalick 2001) and that NOS is as much an aspect of subject matter as the reactions of photosynthesis (Lederman 1998).”
• Teaching nature of science explicitly in a first-grade internship setting (2006, background): “Recent studies (Abd-El-Khalick, 2001; Akerson et al., 2000) indicated that using an explicit reflective approach to help elementary teachers achieve informed NOS views might be even more effective, especially if such an approach was undertaken from within a conceptual change framework (Abd-El-Khalic”
• Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens (2013, background): “…actively participating in a globalized society are required to understand the nature of science as human endeavor and to use scientific knowledge when making choices, resolving science-related issues, and intelligently voting in the affairs of everyday lives (Abd-El-Khalick, 2001; Lederman, 1992).”
• Beginning teachers moving toward effective elementary science teaching (2009, background): “Second, beginning elementary teachers tend to have unsophisticated beliefs about the nature of science (e.g., Abd-el-Khalick, 2001), again as is typically assumed, though we also noted some exceptions to this trend in the literature.”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, result): “Furthermore, the results contrasts with those of a previous investigation (Abd-El-Khalick, 2001), where preservice elementary teachers were for the most part unable to appropriately apply their postinstructional understandings of the nature of science to unfamiliar science content.”
• Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002, methodology): “In addition to undergraduate and graduate college students, the VNOS-C was also administered to preservice elementary teachers (Abd-El-Khalick, 2001) and preservice and inservice secondary science teachers (Abd-El-Khalick & Lederman, 2000b; Lederman, Schwartz, Abd-El-Khalick, & Bell, 2001;…”
• Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “This may explain why preservice elementary teachers in a study by Abd-El-Khalick (2001) conveyed markedly different understanding of the NOS when addressing two science content-specific situations that ‘‘share[d] significant similarities in terms of the NOS aspects they invoke’’ (p. 225).”
• Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science. (2002, background): “Abd-El-Khalick (2001), Abd-El-Khalick, Bell, and Lederman (1998), and Akerson, Abd-El-Khalick, and Lederman (2000), used explicit and reflective activity-based instruction (Lederman & Abd-El-Khalick, 1998) to promote teachers’ NOS views.”