Reconceptualizing the Nature of Science for Science Education
Why Does it Matter?
Bibliographic Data
| ID | 23367360 |
|---|---|
| Authors | Zoubeida R Dagher (0000-0003-4285-6635, University of Delaware, corresponding author), Sibel Erduran (0000-0001-5226-0136, University of Limerick) |
| Year | 2016 |
| Volume | 25 |
| Issue | 1-2 |
| Pages | 147-164 |
| Publication date | 2016-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-015-9800-8 |
| OpenAlex | W2194980158 |
| Language | EN |
| Citations received | 79 |
| References cited | 41 |
Conceptual change · Curriculum · Engineering ethics · Epistemology · Library science · Mathematics education · Nature of Science · Outline of social science · Pedagogy · Philosophy of science · Science education · Science, technology, society and environment education · Social science education · Sociology · Subject (documents) · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Conceptualizing identification
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
Vínculos Epistemológicos Entre Saberes da NdC e o Contexto Investigativo Antecedente à Tradição de Pesquisa da Ciência Moderna
Beyond the Consensus View
Au-delà de la polémique, compléter l'approche macro consensuelle de la NOS avec l'approche micro de la recherche en train de se faire
Going Beyond the Consensus View
Creative‐Becoming Holism
Eliciting students’ understanding of nature of science with text-based tasks
Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools
Why People Trust Something Other than Science
Nature of Science and Nature of Scientists
Understanding Students’ Perceptions of the Nature of Science in the Context of Their Gender and Their Parents’ Occupation
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Preservice teachers’ views of the nature of science using Black heritage, lived experiences, and science capital as a context for inquiry
Isaac Newton and “Hidden Forces” in Universal Gravitation
The Status of the Lines of Force in Michael Faraday’s Thought
Critical and Transformative Teachers
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Contributions of the Family Resemblance Approach to Nature of Science in Science Education
Improving Scientific Literacy Through Enhanced Rigor in the Secondary Science Classroom
Development and validation of a culture-adapted observation protocol to measure students’ scientific practices in secondary biology classrooms
Historical Perspectives of Science and Technology Education
Análise de aspectos de natureza da ciência na minissérie Chernobyl e considerações sobre o uso da minissérie no ensino de ciências
Enhancing powerful knowledge in undergraduate science curriculum for social good
An online laboratory applications course for the development of scientific practices and scientific method
Secondary school students’ views of nature of science in quantum physics
Integrating nature of science in science instruction
Exploring the representation of the nature of science across disciplines
Middle-school students’ journey from stage to science
Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom
Teachers' Conceptions About Science and Pseudoscience
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
Revisiting the Foundations of the Family Resemblance Approach to Nature of Science
Navigating Post-truth
Looking Back, Moving Forward, and Strengthening HPSS Scholarship in Science Education
S + T + M = E as a Convergent Model for the Nature of STEM
Students’ Views of Nature of Science
Toward Understanding Science as a Whole
Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
Turning the Plurality of Chemistry into a Resource for Learning
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science
A Model for Teaching About the Nature of Science in the Context of Biological Education
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
To FRA or not to FRA
Not Wrong, But Not a Good Answer
Making Connections
Analyzing the Nature of Science
Cultivating Science Teachers’ Understandings of Science as a Discipline
Scientifically Together, Politically Apart
Strands of Science Teaching
Epistemic and Political Confrontations Around the Public Policies to Fight Covid-19 Pandemic
Teaching Science as a Process, Not a Set of Facts
Rethinking the Dual Nature of Science
Examining the Articulation of Nature of Science in Biology Textbooks for Grades 1–12
Analysing the Nature of Science in the Brazilian Common Core Curriculum
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
Embracing Complexity and Uncertainties to Deal with Climate Change Challenges
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Nature of Engineering
Analyzing the Evolution of the Nature of Science Representation in Compulsory Education Chemistry Curriculum Standards in China
Opening the Black Box of Scientific Practices
Examining the Changes in Representations of Nature of Science in Chinese Senior High School Chemistry Textbooks
Reimagining the Philosophy of Experimentation in Chemistry Education
Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education
Development and Validation of an Instrument to Assess Pre-service Physics Teachers’ Views on Non-Epistemic Nature of Science
History of Science in Physics Teaching
Action research in a teacher education program
Epistemic analysis of high school science teachers’ class talks
Psychological modeling of preservice science teachers’ argumentativeness, achievement goals, and epistemological beliefs
Broadening a nature of science conceptualization
Science education in an age of misinformation
Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science
Towards the Nature of Geography for geography education
Abandoning Patchwork Approaches to Nature of Science in Science Education
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
Against global aims for science
Epistemic injustice and the “Nature of Science
Promoting First Nations science capital
Reflections on gender and science
Science as Practice and Culture
Reconceptualizing the Nature of Science for Science Education
Understanding students' practical epistemologies and their influence on learning through inquiry
Two Views About Explicitly Teaching Nature of Science
Changing the Focus
Developing views of nature of science in an authentic context
New Directions for Nature of Science Research
Students' and teachers' conceptions of the nature of science
Improving science teachers' conceptions of nature of science
Views of nature of science questionnaire
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
What Is Scientism
Visible Empire
Designing Educative Curriculum Materials to Promote Teacher Learning
Forum Introduction
Discovering Reality
Defining ?science? in a multicultural world
Evaluating knowledge of the nature of (whole) science
A Family Resemblance Approach to the Nature of Science for Science Education
Epistemic Cultures
Foundations of Biophilosophy
| Unique citing works | 79 |
|---|---|
| Citations per year | 7,9 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 65 |