Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning
By F. Abd‐El‐Khalick. 2005
267 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3b2e7a0d837e9da2c9d2d45ba2c35d5a283d22ce
How researchers see this paper
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In Developmental and Educational Psychology
- Nader Wahbeh
- Ross H. Nehm
- Nihal Doğan
- S. Kim
- Claudia Vergara
- José M. Pavez
- Martina Valencia
- P. Nunez
In Education
- Nader Wahbeh
- Ross H. Nehm
- Nihal Doğan
- S. Kim
- F. Abd‐El‐Khalick
- Claudia Vergara
- José M. Pavez
- Martina Valencia
Citations in the corpus
- A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, result): “VNOS results for Korean science teachers were compared to those of a comparable American sample (from Abd-El-Khalick, 2005).”
- A Critical Review of Students’ and Teachers’ Understandings of Nature of Science (2019, background): “However, in one study with 56 secondary science teachers, Abd-El-Khalick (2005) reported a compartmentalization of knowledge among many participants.”
- Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “Abd-El-Khalick (2005) also underscored the fact that much remains to be desired in terms of the status of science teachers’ NOS understandings, and called for integrated, enriched, and extended instructional approaches and experiences aimed at helping teachers develop deep understandings of the…”
- Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study (2008, background): “Such structured and critical reflection was shown to be significant in helping science teachers reexamine their conceptions of NOS and internalize more informed views (Abd-El-Khalick, 2005; Akerson et al., 2000).”
- Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, methodology): “Coursework in HPS specifically geared toward teachers’ needs would also be important (Abd-El-Khalick 2005; Abd-El-Khalick and Lederman 2000b).”