Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science.

By Randy L. Bell, J. J. Matkins, B. Gansneder. 2011

235 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6b9192fb40c3e52dc6bd60f7758cc0eb81b9f3ea

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Zeidler
2. Troy D. Sadler
3. Scott Applebaum
4. A. Lewis
5. Jennifer L. Eastwood
6. Leila Amiri
7. Chin-Chung Tsai
8. Ying-Tien Wu

In Management, Monitoring, Policy and Law

1. Troy D. Sadler
2. D. Zeidler

In Social Psychology

1. Scott Applebaum
2. Troy D. Sadler
3. D. Zeidler

Citations in the corpus

• Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, methodology): “In a more recent study, Bell et al. (2011) examined NOS understanding of four sections of an elementary science method course in relation to two variables: explicitreflective or implicit approaches, and SSI-embedded or non-SSI-embedded contexts of NOS instruction.”