Syntax Of Nature Of Science Within Inquiry And Science Instruction

By Norman G. Lederman. 2006

301 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5a0901caea7280533744c1694343b0abd1976675

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. I. Neumann
2. Laura M. O’Dwyer
3. Sharona T. Levy
4. Barbara C. Buckley
5. Uri Wilensky
6. Janice D. Gobert
7. Knut Neumann
8. Ross H. Nehm

In Education

1. Barbara C. Buckley
2. Knut Neumann
3. I. Neumann
4. Uri Wilensky
5. Laura M. O’Dwyer
6. Sharona T. Levy
7. Paul Horwitz
8. Janice D. Gobert

In Social Psychology

1. I. Neumann
2. Knut Neumann
3. Barbara C. Buckley
4. Sharona T. Levy
5. Uri Wilensky
6. Ross H. Nehm
7. S. Oh
8. P. Oh

Citations in the corpus

• Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, background): “In this paper, our presupposition is that the understanding of scientific models is an important component of students’ understandings of the nature of science as a whole (cf. Lederman, 1992, 2006).”
• Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test (2011, background): “One of the findings of broad significance to the science education community was that NOS and SI do in fact appear to hold up as two separate dimensions, as suggested in the theoretical literature (Lederman, 2006; Schwartz et al., 2008). Our Rasch analysis of the original Lombrozo et al. (2008) inst”