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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ610437
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0950-0693
Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
Abd-El-Khalick, Foyad; Lederman, Norman G.
International Journal of Science Education, v22 n7 p665-701 Jul 2000
Reviews and assesses the effectiveness of the attempts undertaken to improve prospective and practicing science teachers' conceptions of the nature of science (NOS). Categorizes reviews as implicit or explicit. Indicates that the explicit approach was more effective in enhancing teachers' views. Assumes that developing an understanding of NOS is an 'affective', as opposed to a 'cognitive', learning outcome. (Contains 122 references.) (Author/YDS)
Descriptors: Concept Formation, Elementary Secondary Education, Higher Education, Inquiry, Inservice Education, Misconceptions, Preservice Teachers, Science Teachers, Scientific Principles, Teacher Education Programs
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Explicit Instruction; Implicit Instruction; National Science Teachers Association