Improving science teachers' conceptions of nature of science: a critical review of the literature

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

1,401 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8efbd1322f4e4096bbefd4b975e1b96ebe8830e5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, methodology): “For summaries, see the reviews by (Abd-El-Khalick & Lederman, 2000b; Driver et al., 1996; Lederman, 1992).”
Nature of Science and Decision-Making (2012, positive): “The literature on NOS (eg, Abd‐El‐Khalick, 2001 ; Akerson, Abd‐El‐Khalick, & Lederman, 2000 ; Hanuscin, Akerson, & Phillipson‐Mower, 2006 ; Khishfe & Abd‐El‐Khalick, 2002 ) advocates for an explicit approach, which considers NOS to be a cognitive learning outcome.”
Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories (2003, methodology): “The stories adopt an explicit approach to developing NOS instructional materials (Abd-El-Khalick and Lederman 2000).”
Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “The literature on NOS expresses the importance of explicit instruction in supporting learners in developing conceptions of NOS consistent with those advocated by science education reform documents (Abd-El-Khalick and Lederman 2000).”
Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “For example, Abd-El-Khalick and Lederman (2000a) spoke to issues underlying approaches aimed at helping teachers develop robust NOS understandings.”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “…issues, concerns for students’ abilities and/ or motivation, institutional constraints, teaching experience, lack of confidence in one’s own understandings of NOS, and lack of resources and experiences for assessing NOS understandings (Abd-El-Khalick et al. 1998; Abd-El-Khalick and Lederman 2000).”
The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2011, positive): “Clough (2006) argued that this feature is crucial for deeply understanding the NOS, and the role of history of science alongside explicit and reflective NOS instruction is supported by the work of Abd-El-Khalick and Lederman (2000a) and Howe (2003).”
The influence of history of science courses on students' views of nature of science (2000, background): “In the attempt to mitigate this state of affairs, research efforts have focused on helping science teachers develop `̀ adequate'' conceptions of NOS (for a comprehensive review of this literature, see Abd-El-Khalick & Lederman, 2000).”
Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning (2005, background): “What is more, participants joined the POS course after having been explicitly sensitized to several NOS aspects in Science Methods I. Abd-El-Khalick and Lederman (2000b) argued that such sensitization is essential to helping science teachers derive more ‘lessons’ about NOS from their experiences…”
Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices (2005, background): “Accordingly, much has been written about teachers’ epistemological beliefs and their influences on teaching actions (Abd-El-Khalick & Lederman, 2000; Hammer, 1995, 1997; Hashweh, 1996).”
More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “…effective NOS-oriented curricula, research findings continue to paint a depressing picture of NOS understanding among students and their teachers (Abd-El-Khalick & Lederman, 2000; Driver et al., 1996; Finson, 2002; Hogan & Maglienti, 2001; Lederman, 1992; Moss, Abrams, & Robb, 2001; Ryder,…”