Contextualizing Nature of Science Instruction in Socioscientific Issues
By Jennifer L. Eastwood, Troy D. Sadler, D. Zeidler, A. Lewis, Leila Amiri, Scott Applebaum. 2012
220 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7ccf384955b9b8404e860356a3ee4bacbd7cb71d
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
- B. Herman
- Shu-Sheng Lin
- Anne Linder
- Mitch Ruzek
- D. Zeidler
- Troy D. Sadler
- Chin-Chung Tsai
- Ying-Tien Wu
In Education
- B. Herman
- Shu-Sheng Lin
- Anne Linder
- Mitch Ruzek
- D. Zeidler
- Troy D. Sadler
- Chin-Chung Tsai
- Ying-Tien Wu
Citations in the corpus
- Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, unknown): “science (NOS) (Eastwood et al., 2012; Khishfe & Lederman, 2006; Walker & Zeidler, 2007), and reasoning skills (Lee & Erdogan, 2007; Pedretti, 1999; Tal & Hochberg, 2003; Tal & Kedmi, 2006; Yager, Lim, & Yager, 2006; Zeidler et al.”
- Cross-Cultural Epistemological Orientations to Socioscientific Issues. (2013, result): “This finding also confirms previous and current research that examined how SSI provide a sociocultural context for the application of NOS perspectives (Eastwood et al., 2012; Khishfe, 2012; Zeidler et al., 2009; Zeidler, Walker, Ackett, & Simmons, 2002), as well as research that showed how SSI-based”