Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science.

By R. Khishfe, F. Abd‐El‐Khalick. 2002

910 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a70cccef1e3627c48b9136c013dbaa56549f2e7a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, background): “Khishfe and Abd‐El‐Khalick ( 2002 ) found that sixth grade students in the explicit inquiry group improved in their views of NOS, particularly with respect to their understanding of the distinction between observation and inference.”
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006, background): “…the NOS refers to pedagogical approaches that help students make connections between the activities they are experiencing and targeted NOS issues (Khishfe & Abd-El-Khalick 2002), for example, raising questions and creating situations that compel students to consider NOS issues inherent in…”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “Similar to Khishfe and Abd-El-Khalick (2002), I sought to implement an instructional approach which ‘‘emphasizes student awareness of certain NOS aspects in relation to the science-based activities in which they are engaged, and student reflection on these activities from within a framework…”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Alternatively, explicit instruction of NOS as embedded within the context of classroom-based inquires has been found to substantially improve students’ understanding of NOS (Akerson & Donnelly, 2009; Khishfe & Abd-El-Khalick, 2002).”
Curiosity and open inquiry learning (2007, background): “Science educators are searching for ways to encourage students to understand the dynamic and ever-changing nature of the scientific process (Khishfe and Abd-El-Khalick, 2002; Zion et al, 2004b).”
Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design (2004, background): “For example, on the basis of their study comparing sixth graders who had participated in scientific inquiry versus those whose instruction had also included explicit discussion of science as a way of knowing, Khishfe and Abd-El-Khalick (2002) concluded that both this participation and the explicit d”
Development of an instrument to assess views on nature of science and attitudes toward teaching science (2006, methodology): “All items were revised from VOSTS or generated according to statements that emerged from the pilot study and the recent literature, such as Khishfe and Abd-El-Khalick (2002), Lederman et al.”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “At least three general inquiry based activities are essential (Chinn & Hmelo-Silver, 2002), including scaffolded experimental design (Khishfe & Fouad, 2002), discussion of results (Halpern, 1998; Kuhn, 1999), and reflection on the process of inquiry (Toth, Suthers, & Lesgold, 2002; Van See, 2000).”