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  1. 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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  • The Intelligent Design controversy: lessons from psychology and education.Michael Weisberg - 2006 - Trends in Cognitive Sciences 10 (2):56-57.
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  • Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution.Kostas Kampourakis & Vasso Zogza - 2009 - Science & Education 18 (10):1313-1340.
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  • Darwin and His Critics: The Reception of Darwin's Theory of Evolution by the Scientific Community. David Hull.Michael Ruse - 1975 - Philosophy of Science 42 (3):338-339.
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  • Reconstructing The Past: Parsimony, Evolution, and Inference.Elliott Sober - 1988 - MIT Press.
    Reconstructing the Past seeks to clarify and help resolve the vexing methodological issues that arise when biologists try to answer such questions as whether human beings are more closely related to chimps than they are to gorillas. It explores the case for considering the philosophical idea of simplicity/parsimony as a useful principle for evaluating taxonomic theories of evolutionary relationships. For the past two decades, evolutionists have been vigorously debating the appropriate methods that should be used in systematics, the field that (...)
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  • Only a theory: evolution and the battle for America's soul.Kenneth Raymond Miller - 2008 - New York: Viking Penguin.
    A well-regarded scientist who offered expert testimony at the high-profile 2005 trial over the teaching of evolution in Dover, Pennsylvania, presents an ...
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  • Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory.Sarah K. Brem, Michael Ranney & Jennifer Schindel - 2003 - Science Education 87 (2):181-206.
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  • Exploring a process view of students' knowledge about the nature of science.Kathleen Hogan - 2000 - Science Education 84 (1):51-70.
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  • Students' perceptions of the nature of evolutionary theory.Zoubeida R. Dagher & Saouma Boujaoude - 2005 - Science Education 89 (3):378-391.
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  • Knowing, believing, and understanding: What goals for science education?Mike U. Smith & Harvey Siegel - 2004 - Science & Education 13 (6):553-582.
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  • Nonoverlapping magisteria.Stephen Jay Gould - 1997 - Natural History 106 (2):16--22.
    ncongruous places often inspire anomalous stories. In early 1984, I spent several nights at the Vatican housed in a hotel built for itinerant priests. While pondering over such puzzling issues as the intended function of the bidets in each bathroom, and hungering for something other than plum jam on my breakfast rolls (why did the basket only contain hundreds of identical plum packets and not a one of, say, strawberry?), I encountered yet another among the innumerable issues of contrasting cultures (...)
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  • Assessing the nature of science: What is the nature of our assessments?Norman G. Lederman, Philip D. Wade & Randy L. Bell - 1998 - Science & Education 7 (6):595-615.
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  • Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators.Mike U. Smith & Lawrence C. Scharmann - 1999 - Science Education 83 (4):493-509.
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