Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science

By F. Abd‐El‐Khalick, V. Akerson. 2004

370 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4f28f83fdf6177d1063fc2c5bdeb50954cb4d3b9

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. R. Khishfe
2. C. McDonald
3. Randy L. Bell
4. J. J. Matkins
5. F. Abd‐El‐Khalick
6. Nader Wahbeh
7. B. Gansneder
8. Troy D. Sadler

In Education

1. R. Khishfe
2. C. McDonald
3. J. J. Matkins
4. Randy L. Bell
5. F. Abd‐El‐Khalick
6. B. Gansneder
7. Nader Wahbeh
8. Troy D. Sadler

In Social Psychology

1. R. Khishfe
2. Randy L. Bell
3. J. J. Matkins
4. B. Gansneder
5. Nader Wahbeh
6. C. McDonald
7. F. Abd‐El‐Khalick
8. Michael P. Clough

Citations in the corpus

• Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, methodology): “They experienced explicitreflective NOS instruction embedded within a learning-as-conceptual-change approach (Abd-El-Khalick and Akerson 2004) coupled with the use of metacognitive strategies (Abd-El-Khalick and Akerson 2009), as well as NOS-related readings and historical case studies (Mathews…”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, positive): “Much of the subsequent research has supported this conclusion (Abd-El-Khalick & Akerson, 2004; Akerson & Hanuscin, 2007; Hanuscin, Akerson, & Phillipson-Mower, 2006; Khishfe, 2008; Scharmann, Smith, James, & Jensen, 2005; Schwartz, Lederman, & Crawford, 2004).”
• Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Despite all focused efforts that utilize explicit NOS instructional approaches, there is still limited success in improving the NOS views for all learners (Abd-El-Khalick & Akerson, 2004; Carey et al., 1989; Khishfe, 2002).”
• The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “Similar findings were reported by Abd-El-Khalick and Akerson (2004).”
• Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, methodology): “Additionally, as noted above, this context allowed for reducing the number of variables associated with understanding the translation of teachers’ NOS views into practice that have typified most studies undertaken in the context of the USA and similar contexts (Abd-El-Khalick & Akerson, 2004, 2009).”