It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science

By R. Schwartz, Norman G. Lederman. 2002

400 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/47f9a2c5085dc2f65ab2a4e58073b0acaff9f65a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “Schwartz and Lederman (2002) suggest that the generation of cognitive dissonance is a vital first step in enabling the development of NOS views, regardless of the confidence in pre- existing views of NOS expressed by the participant.”
Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “Another layer of complexity is added by evidence suggesting that, at least, some of these mediating variables are conflated by the depth and breadth of teachers’ NOS understandings (Abd-El-Khalick, 2005; Akerson, Buzzelli, & Donnelly, 2010; Schwartz & Lederman, 2002).”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, methodology): “While prior research (Schwartz and Lederman 2002) has emphasized the importance of prospective teachers’ intentions to teach NOS, Jane’s story provides a more robust indication of how these intentions, when grounded in a well-developed rationale for teaching NOS that is aligned with one’s…”
Development of an instrument to assess views on nature of science and attitudes toward teaching science (2006, background): “Although for decades the understanding of NOS has been listed as one of the major objectives in science education (Shulman & Tamir, 1973), it has not yet been Correspondence to: Sufen Chen; e-mail: sufchen@mail.ntust.edu.tw Contract grant sponsor: National Science Council.”
Are we prepared? : An assessment of preservice science teacher educators' beliefs about nature of science (2006, background): “It should be noted that, in spite of the significant progress toward characterizing science, there is no single “nature of science” that fully describes all scientific knowledge and enterprises ( Schwartz & Lederman, 2002 ) and that there is always likely to be an active debate at the philosophical ”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “…variables gained more significance in light of evidence showing that some of these variables interacted with the depth and breadth of teachers' NOS understandings and their science content knowledge (Abd-El-Khalick 2005; Akerson et al. 2010; Lederman et al. 2001; Schwartz and Lederman 2002).”
Enhancing the quality of argumentation in school science (2004, methodology): “In addition, Toulmin’s model has been used as a basis for characterizing argumentation in science lessons, and is implicit in a coding system of others (Kuhn et al., 1997; Pontecorvo, 1987; Schwarz & Lederman, 2002; Zohar & Nemet, 2002).”
Nature of Science and Decision-Making (2012, result): “The finding that only the treatment group participants improved in their NOS understandings is not surprising and is corroborated by numerous studies that address the effectiveness of an explicit approach to teach about NOS (Abd‐El‐Khalick, 2001 ; Abd‐El‐Khalick et al, 1998 ; Abd‐El‐Khalick & Lede”