Switch to: References

Add citations

You must login to add citations.
  1. Teaching and Learning Nature of Science in Elementary Classrooms.Valarie L. Akerson, Ingrid Carter, Khemmawadee Pongsanon & Vanashri Nargund-Joshi - 2019 - Science & Education 28 (3-5):391-411.
    Our goal in this article is to provide research-based strategies for embedding Nature of Science into science instruction at the elementary level. We thus intend to aid researchers, professional developers, and teachers in noting that not only is it important and possible to teach NOS at the elementary levels, but also that elementary students can learn ideas about NOS. The manuscript reviews research from the past two decades on what students of ages 5 to 12 understand about NOS after appropriate (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • A Critical Review of Students’ and Teachers’ Understandings of Nature of Science.Claudia Vergara, Martina Valencia, José Pavez, David Santibáñez, Paola Núñez & Hernán Cofré - 2019 - Science & Education 28 (3 - 5):205-248.
    There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that consider the teaching of (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • Teachers’ Use of Educative Features in Guides for Nature of Science Read-Alouds.Jeanne Brunner - 2019 - Science & Education 28 (3-5):413-437.
    This study investigates the use of specific educative features for supporting the teaching of nature of science during read-alouds of elementary science trade books. Educative features are components of educative curriculum materials that aim to increase teachers’ content knowledge and support effective instructional practices. Understanding how teachers use specific educative features is important for the future design of curriculum materials that can be used to improve teachers’ views of NOS in tandem with changing their teaching practices. Qualitative data from teacher (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations