Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology

By Lawrence C. Scharmann, Mike U. Smith, Mark C. James, M. Jensen. 2005

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cf56c20cc6a196078c60f06a033adff4758d2dff

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. Ross H. Nehm
2. I. Neumann
3. Knut Neumann
4. Tania Lombrozo
5. D. Hanuscin
6. S. Kim
7. Tim Miller
8. Chenhao Tan

In Education

1. Ross H. Nehm
2. Knut Neumann
3. I. Neumann
4. Tania Lombrozo
5. D. Hanuscin
6. S. Kim

Citations in the corpus

• A Cross‐Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science (2011, background): “Many authors have noted that a weak understanding of the NOS may constrain evolutionary understanding (eg, Clough, 1994 , 2006 ; Dagher & BouJaoude, 1997 ; Lombrozo et al, 2008 ; Scharmann, Smith, James, & Jensen, 2005 ).”
• Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Additionally, while numerous studies have examined the impacts of teacher education programs on prospective teachers’ understanding of NOS (e.g., Abell and Smith 1994; Scharmann et al. 2005), few have followed teachers beyond their coursework to examine how their teaching of NOS is related to knowle”
• The Importance of Understanding the Nature of Science for Accepting Evolution (2008, background): “For these reasons and others, educators and researchers have advocated teaching a more realistic picture of the nature of science alongside evolution (e.g., Nickels et al. 1996; Dagher and BouJaoude 1997, 2005; Rudolph and Stewart 1998; NSTA 2000; Bybee 2001; Sinatra et al. 2003; Farber 2003; Scharm”
• Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test (2011, background): “One of the findings of broad significance to the science education community was that NOS and SI do in fact appear to hold up as two separate dimensions, as suggested in the theoretical literature (Lederman, 2006; Schwartz et al., 2008).”