Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

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

661 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7f492707250c1e23da6a5728eb5f13230099aeba

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “While teacher educators have made some progress in helping teachers understand NOS (e.g., Akerson et al. 2000; Gess-Newsome 2002) they have been less successful in helping teachers teach NOS.”
More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “Akerson et al. (2000) speculate that this is because the subtleties of the subjective and sociocultural influences on scientific”
Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education (2006, background): “to improve science education, as Brickhouse (1989) has suggested that ‘‘[the] central role of teachers’ epistemological commitments must be addressedyif we are to encourage more advantageous classroom practices’’ (p.”
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, methodology): “(Akerson et al., 2000, p. 312) It is widely reported in the NOS literature that two approaches can be used for the teaching and learning of NOS (Abd-El-Khalick, Bell, & Lederman, 1998).”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “The tenacity with which participants’ hold on to their pre-existing views of NOS has been documented by Akerson et al. (2000), and they recommend that participants are made explicitly aware of the inadequacies of their views of NOS at the beginning of interventions designed to develop their NOS…”
Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “For the six case studies, positive results were indicated in both contextual (Matkins & Bell, 2007) and noncontextual (Akerson et al., 2000) approaches, and mixed or negative results were just as likely in either approach (Durkee, 1974; Khishfe &Abd-El-Khalick, 2002; Liu&Lederman, 2002; Solomon et a”
Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, methodology): “Notwithstanding research has indicated strategies for reflecting the NoS explicitly and reflectively for learning about NoS effectively (e.g. Akerson et al. 2000), they are far from being a widespread practice among teachers.”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “In addition, the combination of explicit NOS instruction with opportunities to reflect on NOS in the context of inquiry (Schwartz, Lederman, & Crawford, 2004 ), history of science (Abd-El-Khalick & Lederman, 2000 ), and elementary science methods (Akerson, Abd-El-Khalick, & Lederman, 2000 ) has b”
Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, positive): “Our instruction spanned the decontextualized/contextualized (Clough, 2006) continuum and NOS instruction was embedded within all science content we taught each day through explicit reflective methods (Akerson et al., 2000).”