The influence of history of science courses on students' views of nature of science

By F. Abd‐El‐Khalick, Norman G. Lederman. 2000

625 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/67b62744e40a9a7657acbd6dbea58e050454ad09

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education (2006, background): “The studies by Abd-El-Khalick and Lederman (2000b) and Lin and Chen (2002), which assessed the influences of history of science courses on preservice science teachers’ views toward the nature of science, clearly, employed the explicit approach.”
The Effect of Scientific Process Skills Education on Students' Scientific Creativity, Science Attitudes and Academic Achievements. (2008, background): “Scientists use their creativity in every stage of scientific research (Abd-el Khalick & Lederman, 2000).”
Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology (2005, background): “…Bell et al., 2002; Scharmann, Smith, & James, 2002) and; taught with or within an existing applied context, providing students with the chance to see how a science theory is applied to real-world situations (Abd-El-Khalick, 2001; Abd-El-Khalick & Lederman, 2000; Bell et al., 2002; Dass, 2001).”
Understandings of the nature of science and decision making on science and technology based issues (2003, methodology): “Additionally, Lederman and Abd-El-Khalick (1998) suggested that consensus does exist on many aspects of the nature of science that are accessible and relevant to K- 12 students.”
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “However, research does not support this commonsense view (Lederman 1992; Abd-El-Khalick & Lederman 2000a; Moss et al. 2001; Khishfe & Abd-El-Khalick 2002).”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, methodology): “The most obvious and core domain of knowledge relevant to teaching with and about NOS is science teachers’ own NOS understandings. However, as noted above, the translation of teachers’ NOS understandings into their practice is a mediated affair. For example, Lederman (1999) reported that ‘‘teachers’”
Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002, methodology): “…graduate college students, the VNOS-C was also administered to preservice elementary teachers (Abd-El-Khalick, 2001) and preservice and inservice secondary science teachers (Abd-El-Khalick & Lederman, 2000b; Lederman, Schwartz, Abd-El-Khalick, & Bell, 2001; Schwartz, Lederman, & Crawford, 2000).”
Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM (2009, background): “Nature of Science The challenges that individuals encounter with their understanding of the nature of science (NOS) are well documented (Abd-El-Khalick & Lederman, 2000; Cooper, 2002; Johnson, 2005; McComas & Olson, 1998; Scharmann, Smith, James, & Jensen, 2005), which is significant given the…”
Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, methodology): “For summaries, see the reviews by (Abd-El-Khalick & Lederman, 2000b; Driver et al., 1996; Lederman, 1992).”