Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

By Michael P. Clough. 2006

445 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/210cf7f14d83bc717fbe31e4182108073de28beb

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

In Education

Citations in the corpus

The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2011, unknown): “…used for some time, particularly in the science education community, in referring to what science is, how science works, the epistemological and ontological foundations underlying science, the culture of science, and how society both influences and reacts to scientific activities (Clough 2006).”
Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, background): “Clough ( 2006 ) asserts that NOS instruction should be re‐envisioned within a framework involving two dimensions: explicit‐implicit instruction and decontextualized‐contextualized instruction.”
A Critical Review of Students’ and Teachers’ Understandings of Nature of Science (2019, methodology): “Specifically, we followed Clough (2006) and recognized the difference between highly contextualized instruction (including the history of science or socio-scientific issues) and contextualized instruction (including content in another context, such as a laboratory activity).”
Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, background): “Similar results were found in projects conducted elsewhere (Lakin and Wellington 1994; Clough 2006, 2009; Clough et al. 2009).”
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years (2011, background): “The instruction was designed to incorporate contextualized and decontextualized instruction ( Clough 2006 ).”
Building a Foundation for the Use of Historical Narratives (2007, background): “(p. 167) Using a theoretical framework of how people learn, Clough (2006) argues that effective NOS instruction requires a number of conditions including connections to the actual workings of scientists.”
Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test (2011, background): “Given the central importance of NOS and SI in science teaching and learning (AbdEl-Khalick, 2006; Clough, 2006; Lederman, 2007; Lombrozo et al., 2008; NRC, 1998, 2000; Scharmann & Harris, 1992; Scharmann, Smith, James, & Jensen, 2005) and their central role in national and international science…”
A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, background): “How this realistically can be achieved is a difficult issue, but recent work employing NOS readings, reflections, and activities (Clough, 2006; Lombrozo et al., 2008; Scharmann, 2005) has been found to diminish personal conflict about religion and science (Nehm & Schonfeld, 2007).”
More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “In common with definitions adopted by Osborne et al. (2003) and Clough (2006), our conception of NOS encompasses the characteristics of scientific inquiry, the role and status of the scientific knowledge, how scientists work as a social group, and how science impacts, and is impacted by, the social…”