The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
By Kostas Kampourakis. 2016
210 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7610866b73e6d7c9a3e9fd08aa24cc86c5f5c953
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
- Claudia Vergara
- Selin Akgun
- Busra Aksoz
- José M. Pavez
- Martina Valencia
- P. Nunez
- Ebru Kaya
- S. Erduran
In Education
- Claudia Vergara
- Selin Akgun
- Busra Aksoz
- José M. Pavez
- Martina Valencia
- P. Nunez
- Ebru Kaya
- S. Erduran
Citations in the corpus
- Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, methodology): “…2014b; Kaya & Erduran, 2016), and textbook (BouJaoude, Dagher, & Refai, 2017; McDonald, 2017) analysis; in the use of visual representations in teaching and learning (Erduran, 2017; Erduran, Kaya, & Dagher, 2018) and the implications of the FRA for learning pathways on NOS (Kampourakis, 2016).”
- A Critical Review of Students’ and Teachers’ Understandings of Nature of Science (2019, background): “This conceptualization has been referred to as the “general aspects” conceptualization of NOS or the “consensus view” (Kampourakis 2016).”