Titlebook: Advances in Nature of Science Research; Concepts and Methodo Myint Swe Khine Book 2012 Springer Science+Business Media B.V. 2012 FOS.Featur

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奇怪

SEVER

Sedative

Intercultural Communication Theories,ational importance of emphasizing the bounded nature of science in science teaching. It is well accepted that science education should focus both on the knowledge that science produces as well as “knowledge about science.” Likewise, we recognize that learning science is a difficult process that requ

引水渠

output

Oren Meyers,Eyal Zandberg,Motti Neigerhe needs of a minority of students interested in pursuing careers in scientific fields, to giving prominence to preparing scientifically literate citizens who are capable of taking informed decisions regarding science-related issues; citizens who are capable of using science productively in their li

歸功于

David Nolan,Kate Holland,Monique Lewiscientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project called Inquiry, Context, and Nature of Science (ICAN) on K-12 science teachers’ content knowledge and pedagogi

somnambulism

Monique Lewis,Kate Holland,Eliza Govenderof science is an important component of scientific literacy. Yet for scientists, nature of science is rarely a topic of thought or discussion. This chapter presents dialogue from interviews with two scientists as they discussed their views of nature of science from the perspective of their own resea

hypertension

https://doi.org/10.1007/978-3-031-41237-0ng of the Nature of Science (NOS). The teachers were all secondary science teachers from the Midwest or Southwest regions of the United States. As part of a larger study, all teachers were followed for 3 years and were interviewed prior to their first year of teaching and at the end of each academic

笨拙處理

Monique Lewis,Eliza Govender,Kate Hollandce classrooms. Despite this, teaching explicitly about NOS rarely occurs in college science courses. College lecture courses typically focus on conceptual learning objectives, while laboratories, usually taught by graduate teaching assistants (GTAs), focus on conceptual and procedural learning objec