Teaching Nature of Science within a Controversial Topic: Integrated versus Nonintegrated.

By R. Khishfe, Norman G. Lederman. 2006

330 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1b328025b56a5de0d77fea738e2e727806e6a1ea

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding Students' Experiments—What kind of support do they need in inquiry tasks? (2014, neutral): “…students show great difficulties in both, inquiry skills and an understanding of scientific inquiry (e.g. Chen & Klahr, 1999; Duggan & Gott, 2000; Duggan, Johnson, & Gott, 1996; Khishfe & Lederman, 2006; Lederman, 2007; Lubben & Millar, 1996; Schauble, Glaser, Duschl, Schulze, & John, 1995).”
Relationship between Instructional Context and Views of Nature of Science (2007, background): “Khishfe and Lederman ( 2006 ) conceptualized the context of NOS as integrated or non‐integrated within science content.”
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students (2009, methodology): “For example, science instruction in the context of SSI has been associated with increased understandings of science content knowledge (Sadler et al. 2004; Pedretti, 1999; Zohar & Nemet, 2002) and nature of science (Khishfe & Lederman, 2006).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, methodology): “This study adds support to previous studies suggesting that SSI are effective contexts for improving students’ NOS views (Khishfe & Lederman, 2006; Matkins & Bell, 2007; Walker & Zeidler, 2007) and that NOS instruction integrated in SSI is at least equally effective as NOS instruction delivered…”
The development of seventh graders' views of nature of science (2008, background): “Khishfe and Lederman (2006) categorized a student’s view as transitional if the student demonstrated informed view of a particular aspect in response to some, but not all, items of the questionnaire addressing that aspect (Table 2).”
Evolution of a Model for Socio-Scientific Issue Teaching and Learning (2016, background): “…(Dori, Tal, & Tsaushu, 2003); engagement in argumentation practices (Venville & Dawson, 2010); development of epistemological understandings (Khishfe & Lederman, 2006); development of positive attitudes toward science (Lee & Erdogan, 2007); growth in moral sensitivity (Fowler, Zeidler &…”
What Do Students Gain by Engaging in Socioscientific Inquiry? (2007, background): “Khishfe and Lederman (2006) compare gains in NOS understandings among high school students in two explicit NOS interventions.”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “…2006; Pedretti, 2003; Zohar & Nemet, 2002); (b) that SSI can serve as an effective context to help students understand the nature of science (Khishfe & Lederman, 2006) since amongst others it is through this process the students understand that some science is tentative, and there is…”
Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, result): “Our investigation adds to the findings of Khishfe and Lederman (2006) by focusing on elementary preservice teachers, providing a direct comparison of implicit versus explicit nature of science instruction, and by addressing socioscientific issue decision making.”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, neutral): “…2003; Harris & Ratcliffe, 2005; Parchmann et al., 2006; Romine & Sadler, 2014), understandings of nature of science (NOS) (Eastwood et al., 2012; Khishfe & Lederman, 2006; Walker & Zeidler, 2007), and reasoning skills (Lee & Erdogan, 2007; Pedretti, 1999; Tal & Hochberg, 2003; Tal & Kedmi,…”