Teaching elements of nature of science: A yearlong case study of a fourth‐grade teacher

By V. Akerson, F. Abd‐El‐Khalick. 2003

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98add103898e08b4b07661ffce3e97da5e0d47f6

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. F. Abd‐El‐Khalick
2. Randy L. Bell
3. J. J. Matkins
4. V. Akerson
5. Nader Wahbeh
6. D. Hanuscin
7. B. Gansneder
8. Nihal Doğan

In Education

1. F. Abd‐El‐Khalick
2. Randy L. Bell
3. J. J. Matkins
4. B. Gansneder
5. D. Hanuscin
6. V. Akerson
7. Nader Wahbeh
8. Nihal Doğan

Citations in the corpus

• Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study (2008, background): “To the best of the researchers’ knowledge, there are no studies that have examined Turkish high school students’ or inservice secondary science teachers’ conceptions of NOS. Indeed, only a handful of studies have examined the views of preservice science teachers. Bilgiç (1985) used the Likert-type ‘”
• Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Though several studies have alluded to the impact of interventions on teachers’ PCK for NOS (Akerson and Abd-El-Khalick 2003; Akerson and Volrich 2006), 934 D.”
• Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “The latter factor has been reflected in continuous teacher demand for additional NOS instructional resources to match every content area or topic they were attempting to teach about (e.g. Abd-ElKhalick, 2001; Abd-El-Khalick et al., 1998; Akerson & Abd-El-Khalick, 2003).”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “…research has supported a more nuanced view of the translation of teachers’ understandings of the nature of science into instructional practice (e.g., Akerson & Abd-El-Khalick, 2003; Abd-El-Khalick et al., 1998; Hodson, 1993; Mellado, 1997; Southerland, Gess-Newsome, & Johnston, 2003; Trumbull,…”
• The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science (2009, background): “In our own work, this reflective component had often taken the form of questions or prompts embedded within science learning activities (eg, Abd‐El‐Khalick, 2001 ; Khishfe & Abd‐El‐Khalick, 2002 ), as well as synthesis activities, such as writing reflection papers in response to specific NOS‐relat”