The development of seventh graders' views of nature of science

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The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “It is important to note that other researchers (e.g., Abd-El- Khalick & Akerson, 2004; Khishfe, 2008) have utilized similar terms for coding participants’ NOS views with subtle differences in emphasis.”
Advancing reflective judgment through Socioscientific Issues (2009, methodology): “An equivalent model has not been advanced in NOS research; although, current work is beginning to address developmental processes for NOS ideas (Akerson & Hanuscin, 2007; Khishfe, 2008).”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “…(Klopfer & Cooley, 1963; Leach, Hind, & Ryder, 2003; Solomon, Duveen, Scott, & McCarthy, 1992), (b) inquiry (Carey, Evans, Honda, Jay, & Unger, 1989; Khishfe, 2002, 2008; Liu & Lederman, 2002), and recently (c) socioscientific Explicit Nature of Science and Argumentation 975 issues (Khishfe, 2006,…”
Nature of Science and Decision-Making (2012, background): “(Carey, Evans, Honda, Jay, & Unger, 1989; Khishfe, 2008; Khishfe & Abd-ElKhalick, 2002; Liu & Lederman, 2002), and more recently, within controversial socioscientific issues (Bell & Matkins, 2003; Khishfe & Lederman, 2006; Walker & Zeidler, 2003).”