Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice

By Stephen Bartos, Norman G. Lederman. 2014

146 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/91f8916886eb45ec40af771a4b1562bfc53f7d50

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. Doug Lombardi
2. Gale M. Sinatra
3. Benjamin C. Heddy
4. Erika A. Patall
5. Ariana C. Vasquez
6. E. Michael Nussbaum
7. Stella Vosniadou
8. Suzanne H. Broughton

In Education

1. Doug Lombardi
2. Gale M. Sinatra
3. Benjamin C. Heddy
4. Ariana C. Vasquez
5. Keenan A. Pituch
6. R. Steingut
7. Erika A. Patall
8. E. Michael Nussbaum

Citations in the corpus

• Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, background): “…given that discovery and innovation, recognition of ambiguity, and learning from past discoveries and failure are all central values of science (e.g., Allchin, 1999; Bartos & Lederman, 2014; Kuhn, 1962), support for personal autonomy would seem to be particularly important to science education.”
• The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “The scientific and engineering practices provide a specific focus on what it means for students to engage in the process of scientific inquiry (Bartos & Lederman, 2014).”