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  1. Epistemic Cultures: How the Sciences Make Knowledge.Karin Knorr Cetina - 1999 - Harvard University Press.
    How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. The first ethnographic study to systematically compare two different scientific laboratory cultures, this book sharpens our focus on epistemic cultures as the basis of the knowledge society.
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  • Epistemic cultures: how the sciences make knowledge.Karin Knorr-Cetina - 1999 - Cambridge: Harvard University Press.
    How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. Her work highlights the diversity of these cultures of knowing and, in its depiction of their differences--in the meaning of the empirical, the enactment of object relations, and the fashioning of social relations--challenges (...)
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  • The nature of science and instructional practice: Making the unnatural natural.Fouad Abd-El-Khalick, Randy L. Bell & Norman G. Lederman - 1998 - Science Education 82 (4):417-436.
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  • Training in metacognition and comprehension of physics texts.Adina Koch - 2001 - Science Education 85 (6):758-768.
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  • Children and adults as intuitive scientists.Deanna Kuhn - 1989 - Psychological Review 96 (4):674-689.
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  • Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms.John Leach, Andy Hind & Jim Ryder - 2003 - Science Education 87 (6):831-848.
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  • Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education.Leah A. Bricker & Philip Bell - 2008 - Science Education 92 (3):473-498.
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  • Two Views About Explicitly Teaching Nature of Science.Richard A. Duschl & Richard Grandy - 2013 - Science & Education 22 (9):2109-2139.
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  • The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology.R. Hadjilouca, C. P. Constantinou & N. Papadouris - 2011 - Science & Education 20 (10):981-1005.
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  • Turning Crisis into Opportunity: Nature of Science and Scientific Inquiry as Illustrated in the Scientific Research on Severe Acute Respiratory Syndrome.Siu Ling Wong, Jenny Kwan, Derek Hodson & Benny Hin Wai Yung - 2009 - Science & Education 18 (1):95-118.
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  • Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring.Erin E. Peters - 2012 - Science & Education 21 (6):881-898.
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  • Students' preconceptions about the epistemology of science.Alan G. Ryan & Glen S. Aikenhead - 1992 - Science Education 76 (6):559-580.
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