Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice

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The Importance of Teaching and Learning Nature of Science in the Early Childhood Years (2011, background): “What is also clear from recent research is that rarely do students receive instruction in the K-12 grades that contribute to better understandings of NOS unless their teachers have had some kind of professional development for teaching NOS (Akerson et al. 2009; Bell et al. 2003).”
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, background): “Pre-service teachers’ views of nature of science Pre-service science teachers’ (PSTs) views of NOS have been researched extensively (e.g. Akerson et al., 2009; Akerson, Abd-El-Khalick, & Lederman, 2000; Lederman et al., 2002; Schwartz, Lederman, & Crawford, 2004; Lederman & Zeidler, 1987; McDonald,…”
A Critical Review of Students’ and Teachers’ Understandings of Nature of Science (2019, methodology): “…types of courses, science method courses are among those used most often to change pre-service teachers’ understanding of NOS (e.g., Akerson et al. 2000; Abd-ElKhalick and Akerson 2004, 2009; Bell et al. 2011; Matkins and Bell 2007; Seung et al. 2009; Akerson et al. 2012; Herman et al. 2013a, b).”