Fouad Abd‐el‐khalick
Dados Biográficos
| ID | 3474333 |
|---|---|
| NOME | Fouad Abd‐el‐khalick |
| PRENOMES | Fouad |
| SOBRENOME | Abd‐el‐khalick |
| ASSINATURA | EL KHALICK F A |
| AFILIAÇÕES | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-0813-0374 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 37 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Development of VAScoR
We report on the development of a rubric to reliably qualify and score responses to the Views of Nature of Science Questionnaire (VNOS): The VNOS Analysis and Scoring Rubric (VAScoR). The VAScoR is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of VNOS responses, (b) explicitly scaffold qualitative inferencing and standardize score assignment to substantially lessen the burden…
The Nature of Scientific Explanation
Issues regarding scientific explanation have been of interest to philosophers from Pre‐Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K‐12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education…
Editors' report
We have very recently concluded our full term of editing the Journal of Research in Science Teaching (JRST), the official journal of NARST: A Global Organization for Improving Science Education through Research. Our editorial team managed all incoming submissions for the 5-year period from 2015 through 2019, and was responsible for publishing five JRST volumes, from 2016 through 2020 (volumes 53 through 57). We now bring you this report to descri…
Representations of nature of science in high school chemistry textbooks over the past four decades
This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory‐driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of…
Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum
Inquiry in science education
This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry i…
Lebanese Secondary School Students' Environmental Knowledge and Attitudes
This study aimed to (a) assess Lebanese secondary school students' environmental knowledge and attitudes, and (b) explore the relationship between participants' knowledge and attitudes, biographical and academic variables, and commitment to environmental friendly behavior. Participants were 660 grade 10 and grade 11 students. They were administered a questionnaire to assess their environmental knowledge, attitudes, beliefs, affect, and intentions…
Views of nature of science questionnaire
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open‐e…
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by…
Pre‐service teachers’ understanding and teaching of nature of science
Improving science teachers' conceptions of nature of science
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve th…
Inquiry in science education
This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry i…
Lebanese Secondary School Students' Environmental Knowledge and Attitudes
This study aimed to (a) assess Lebanese secondary school students' environmental knowledge and attitudes, and (b) explore the relationship between participants' knowledge and attitudes, biographical and academic variables, and commitment to environmental friendly behavior. Participants were 660 grade 10 and grade 11 students. They were administered a questionnaire to assess their environmental knowledge, attitudes, beliefs, affect, and intentions…
Improving science teachers' conceptions of nature of science
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve th…
Pre‐service teachers’ understanding and teaching of nature of science
Views of nature of science questionnaire
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open‐e…
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by…
Lebanese Secondary School Students' Environmental Knowledge and Attitudes
This study aimed to (a) assess Lebanese secondary school students' environmental knowledge and attitudes, and (b) explore the relationship between participants' knowledge and attitudes, biographical and academic variables, and commitment to environmental friendly behavior. Participants were 660 grade 10 and grade 11 students. They were administered a questionnaire to assess their environmental knowledge, attitudes, beliefs, affect, and intentions…
Inquiry in science education
This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry i…
Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum
Representations of nature of science in high school chemistry textbooks over the past four decades
This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory‐driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of…
Editors' report
We have very recently concluded our full term of editing the Journal of Research in Science Teaching (JRST), the official journal of NARST: A Global Organization for Improving Science Education through Research. Our editorial team managed all incoming submissions for the 5-year period from 2015 through 2019, and was responsible for publishing five JRST volumes, from 2016 through 2020 (volumes 53 through 57). We now bring you this report to descri…
The Nature of Scientific Explanation
Issues regarding scientific explanation have been of interest to philosophers from Pre‐Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K‐12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education…
Development of VAScoR
We report on the development of a rubric to reliably qualify and score responses to the Views of Nature of Science Questionnaire (VNOS): The VNOS Analysis and Scoring Rubric (VAScoR). The VAScoR is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of VNOS responses, (b) explicitly scaffold qualitative inferencing and standardize score assignment to substantially lessen the burden…
Mathematics education (10 obras) · Psychology (10 obras) · Science Education and Pedagogy (10 obras) · Educational Strategies and Epistemologies (7 obras) · Nature of Science (7 obras) · Science education (7 obras) · Education and Critical Thinking Development (6 obras) · Pedagogy (5 obras) · Computer Science (3 obras) · Social Psychology (3 obras)