One course is not enough : Preservice elementary teachers' retention of improved views of nature of science

By V. Akerson, J. Morrison, A. R. McDuffie. 2006

268 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e5587b441b5674a1707bd0d826f69078e3862e6c

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

In Education

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

In Social Psychology

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

Citations in the corpus

• Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, background): “inferential, tentative and creative aspects of NOS that were explored Akerson and Volrich (2006) and Akerson and Hanuscin (2007).”
• Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “As Akerson et al. (2006) found one course is insufficient to produce lasting changes in prospective teachers’ conceptions of NOS.”
• The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science (2009, background): “These include time constraints, the extended agendas of these methods courses, and elementary teachers’ limited science content knowledge and experiences with science (Akerson, Morrison, & McDuffie, 2006 ; Morrison, Raab, & Ingram, in press).”
• Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “These results are somewhat different from those reported by Akerson et al. (2005) where improvements in teachers’ NOS views largely were reversed five months following explicit-reflective NOS instruction.”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “In one of the rare examples of longitudinal studies, Akerson, Morrison, and McDuffie (2006) found that few of the preservice elementary teachers in their study retained improved nature of science understandings even one semester after their science methods course.”