Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories

By P. Tao. 2003

116 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/47089f1b44cdd77d9a6d9d4b2f0ba9bd11ed914d

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. J. J. Matkins
2. J. Olson
3. B. Gansneder
4. Randy L. Bell
5. Michael P. Clough
6. Stephen Klassen
7. R. Khishfe
8. V. Akerson

In Education

1. B. Gansneder
2. J. J. Matkins
3. Randy L. Bell
4. J. Olson
5. Michael P. Clough
6. Stephen Klassen
7. R. Khishfe
8. Troy D. Sadler

Citations in the corpus

• Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “Because their prior notions of the NOS are filled with misconceptions, they will likely attend to aspects of NOS stories that fit their prior ideas, unknowingly modify other aspects to fit their prior ideas, ignore other aspects that do not fit their prior understandings (Abd-El-Khalick & Lederman 2”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “On the other hand, a number of investigations utilizing an explicit approach to nature of science instruction havemet with limited or no success (Carey, Evans, Hona, Jay, &Unger, 1989; Khishfe&Abd-ElKhalick, 2002; Leach, Hind, & Ryder, 2003; Liu & Lederman, 2002; Morrison, Raab, & Ingram, 2009; Tao,”
• Building a Foundation for the Use of Historical Narratives (2007, background): “…notions of the NOS are filled with misconceptions, they will likely attend to aspects of stories that fit their prior ideas, unknowingly modify other aspects to fit their prior ideas, and ignore other aspects that do not fit their prior understandings (Abd-El-Khalick & Lederman 2000; Tao, 2003).”
• The Nature of Science and the Next Generation Science Standards: Analysis and Critique (2016, unknown): “…al., 1998; Bell, 2004; Chen, 2006; Clough, 2000; Lederman, 1998; Lederman & Lederman, 2004; Liu & Lederman, 2002; McComas, 2004; Osborne, Collins, Ratcliffe, Millar, & Duschl, 2003; Schwartz, Lederman, & Crawford, 2004; Tao, 2003) found 12 NOS aspects recommended in at least two of these reports.”