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An Analysis of Experienced Science Teachers' Understanding of the Nature of Science
Russell L. Carey,Nyles G. Stauss +1 more
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This article is published in School Science and Mathematics.The article was published on 1970-05-01. It has received 110 citations till now. The article focuses on the topics: Science education & Science, technology, society and environment education.read more
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Students' and teachers' conceptions of the nature of science: A review of the research
TL;DR: A comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented as mentioned in this paper, but the overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts.
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Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
TL;DR: The Views of Nature of Science Questionnaire (VNOS) as discussed by the authors is an open-ended instrument, which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views.
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Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
TL;DR: In this paper, the authors aimed to review and assess the effectiveness of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS) by using science process-skills instruction or engagement in science-based inquiry activities.
Nature of Science: Past, Present, and Future
TL;DR: The nature of science (NOS) has been advocated as an important goal for students studying science for approximately 100 years (Central Association ofScience and Mathematics Teachers, 1907) as discussed by the authors.
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Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science.
TL;DR: For instance, the authors investigated the influence of an explicit and reflective inquiry-oriented compared with an implicit inquiryoriented instructional approach on sixth graders' understandings of nature of science (NOS).