Promoting preservice chemistry teachers' understanding about the nature of science through history

By Huann‐shyang Lin, Chung-Chi Chen. 2002

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/2c65a110f29379469e056816e8a39571470809b9

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. D. Hodson
2. Alexander Renkl
3. Miriam Gamoran Sherin
4. Siu Ling Wong
5. Sufen Chen
6. Chin-Chung Tsai
7. Tina Seidel
8. Hilda Borko

In Education

1. Tina Seidel
2. Geraldine Blomberg
3. Miriam Gamoran Sherin
4. Alexander Renkl
5. Hilda Borko
6. D. Hodson
7. Siu Ling Wong
8. Sufen Chen

In Physical and Theoretical Chemistry

1. Sufen Chen
2. Chin-Chung Tsai

Citations in the corpus

• Development of an instrument to assess views on nature of science and attitudes toward teaching science (2006, methodology): “Lin and Chen (2002) retested 11 items from the same section of VOSTS on 34 prospective science teachers in Taiwan within a month and obtained an average reliability of 0.77.”
• More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “Lin and Chen (2002) also provide empirical evidence of positive impact on understanding of NOS among a group of prospective chemistry teachers by integrating historical cases into their pre-service teacher education programme.”
• Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education (2006, background): “The studies by Abd-El-Khalick and Lederman (2000b) and Lin and Chen (2002), which assessed the influences of history of science courses on preservice science teachers’ views toward the nature of science, clearly, employed the explicit approach.”
• Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, unknown): “…of both science content (e.g. Abd-El-Khalick, 2001; Bell, Blair, Crawford, & Lederman, 2003) and HPSS (e.g. Abd-El-Khalick, 2005; Irwin, 2000; Lin & Chen, 2002), metacognitive learning strategies (e.g. Abd-El-Khalick & Akerson, 2009; Peters & Kitsantas, 2010), and deploying a holistic NOS…”
• Five research-based heuristics for using video in pre-service teacher education (2013, background): “…about instructional approaches one can use in classroom and which are, in turn, based on diff erent theories on learning and teaching (Seidel, Blomberg, & Renkl, 2013), or specifi c subject-related knowledge such as chemistry teachers’ understanding about the nature of science (Lin & Chen, 2002).”