Diversity of Students' Views about Evidence, Theory, and the Interface between Science and Religion in an Astronomy Course

By N. Brickhouse, Z. Dagher, W. Letts, H. Shipman. 2000

141 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7cfa8d0dfe26866ad0315ad39d56926b0532d252

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. R. Khishfe
2. Michael P. Clough
3. Randy L. Bell
4. J. J. Matkins
5. Norman G. Lederman
6. Ronald S. Hermann
7. Troy D. Sadler
8. F. Abd‐El‐Khalick

In Education

1. R. Khishfe
2. J. J. Matkins
3. Michael P. Clough
4. Randy L. Bell
5. Norman G. Lederman
6. Ronald S. Hermann
7. Troy D. Sadler
8. F. Abd‐El‐Khalick

Citations in the corpus

• Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “The importance of explicitly contextualizing NOS instruction is also reflected in the research of Driver et al. (1996), Ryder et al. (1999), and Brickhouse et al. (2000) showing that students’ perspectives on the NOS are, at least in part, dependent on the science content that frames the discussion.”
• The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2011, unknown): “Moreover, effective NOS instruction demands that the context of scientific work be considered (Driver et al. 1996; Ryder et al. 1999; Brickhouse et al. 2000: Rudolph 2000; Clough 2006).”
• A Review of Astronomy Education Research (2003, result): “Brickhouse et al. (2000, 2002) describe instruction intentionally focused on the nature of evidence and theories in astronomy and the relationship between science and religion. Student interviews, student-generated work, and field notes from class observations were used to demonstrate an increased u”
• Evolution as a controversial issue: a review of instructional approaches (2008, background): “In summarizing their research, several researchers (Brem et al. 2003; Brickhouse et al. 2000; Ingram and Nelson 2006; Jackson et al. 1995; Johnson and Peeples 1987; Meadows et al. 2000; Sinclair and Pendarvis 1997; Woods and Scharmann 2001) have suggested that students should be provided with the ”
• Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course (2007, background): “Despite the success of the explicit-reflective approach, some have voiced concern over the lack of authentic context when the nature of science is taught apart from science content, as is the case in typical science teaching methods courses ( Brickhouse, Dagher, Letts, & Shipman, 2000; Johnston & S”
• The development of seventh graders' views of nature of science (2008, background): “This can also be explained by the variation in the nature and quantity of instruction devoted to that particular aspect (Brickhouse et al., 2000) during the NOS discussions.”
• Relationship between Instructional Context and Views of Nature of Science (2007, background): “Many researchers (eg, Brickhouse, Dagher, Letts, & Shipman, 2000 ; Clough, 2003 ; Ryder, Leach, & Driver, 1999 ) have suggested that explicit teaching of NOS within the content would lead to more improvement in students’ views.”