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Nature of Science in Science Instruction : Rationales and Strategies
Supporting Science Teachers’ Nature of Science Understandings Through a Specially Developed Philosophy of Science Course
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Author(s):
Kostas Kampourakis
Publication date
(Online):
August 25 2020
Publisher:
Springer International Publishing
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Representing and Intervening
Ian Hacking
(1983)
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Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
Ren�e Schwartz
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Norm Lederman
,
Fouad Abd-El-Khalick
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(2002)
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What ?ideas-about-science? should be taught in school science? A Delphi study of the expert community
Jonathan Osborne
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Melanie Collins
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Mary Ratcliffe
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Book Chapter
Publication date (Print):
2020
Publication date (Online):
August 25 2020
Pages
: 641-658
DOI:
10.1007/978-3-030-57239-6_35
SO-VID:
723ae428-1dd9-40bb-9719-745685f7e04b
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Book chapters
pp. 3
Nature of Science in Science Instruction: Meaning, Advocacy, Rationales, and Recommendations
pp. 23
Considering a Consensus View of Nature of Science Content for School Science Purposes
pp. 35
Principal Elements of Nature of Science: Informing Science Teaching while Dispelling the Myths
pp. 67
Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction
pp. 115
Beyond Experiments: Considering the Range of Investigative and Data-Collection Methods in Science
pp. 127
Exchanging the Myth of a Step-by-Step Scientific Method for a More Authentic Description of Inquiry in Practice
pp. 141
Exploring the Challenges and Opportunities of Theory-Laden Observation and Subjectivity: A Key NOS Notion
pp. 159
Distinguishing Science, Engineering, and Technology
pp. 179
The Use of Metacognitive Prompts to Foster Nature of Science Learning
pp. 199
Teaching Nature of Science Through a Critical Thinking Approach
pp. 213
The Nature of Science Card Exchange: Introducing the Philosophy of Science
pp. 223
Reflecting on Nature of Science Through Philosophical Dialogue
pp. 239
Preparing Science Teachers to Overcome Common Obstacles and Teach Nature of Science
pp. 253
Perspectives for Teaching About How Science Works
pp. 271
Framing and Teaching Nature of Science as Questions
pp. 283
Using Real and Imaginary Cases to Communicate Aspects of Nature of Science
pp. 295
Avoiding De-Natured Science: Integrating Nature of Science into Science Instruction
pp. 327
Blending Nature of Science with Science Content Learning
pp. 343
The Use of Digital Technologies to Enhance Learners’ Conceptions of Nature of Science
pp. 359
Using Exemplars to Improve Nature of Science Understanding
pp. 377
Practical Learning Resources and Teacher Education Strategies for understanding Nature of Science
pp. 399
Arguing to Learn and Learning to Argue with Elements of Nature of Science
pp. 409
Considering the Classroom Assessment of Nature of Science
pp. 427
Using Core Science Ideas to Teach Aspects of Nature of Science in the Elementary Grades
pp. 437
Improving Nature of Science Instruction in Elementary Classrooms with Modified Trade Books and Educative Curriculum Materials
pp. 451
Using a Participatory Problem Based Methodology to Teach About NOS
pp. 485
Storytelling as a Pedagogical Tool in Nature of Science Instruction
pp. 513
Using Stories Behind the Science to Improve Understanding of Nature of Science, Science Content, and Attitudes Toward Science
pp. 527
A Typology of Approaches for the Use of History of Science in Science Instruction
pp. 551
Using Anecdotes from the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science
pp. 577
Using the Pendulum to Teach Aspects of the History and Nature of Science
pp. 595
Historical Inquiry Cases for Teaching Nature of Science Analytical Skills
pp. 609
Teaching About Nature of Science Through Historical Experiments
pp. 627
Teaching the Limits of Science with Card-Sorting Activities
pp. 641
Supporting Science Teachers’ Nature of Science Understandings Through a Specially Developed Philosophy of Science Course
pp. 659
Learning Aspects of Nature of Science Through Authentic Research Experiences
pp. 675
Strengthening Future Science Teachers’ Understanding of Nature of Science: The Role of an Embedded Research Experience in Teacher Preparation
pp. 697
Introducing the Human Elements of Science Through a Context-Rich Thematic Project
pp. 711
Informal Learning Sites and Their Role in Communicating the Nature of Science
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