The Nature of Science and Science Education: A Bibliography

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[5]  Y. Elkana.  Science, Philosophy of Science and Science Teaching , 2000 .

[6]  Norman G. Lederman,et al.  Developing and Acting Upon One's Conception of the Nature of Science: A Follow-Up Study. , 2000 .

[7]  Fouad Abd-El-Khalick,et al.  Improving science teachers' conceptions of nature of science: a critical review of the literature , 2000 .

[8]  Jennifer L. Cartier,et al.  Teaching the Nature of Inquiry: Further Developments in a High School Genetics Curriculum , 2000 .

[9]  William W. Cobern,et al.  The Nature of Science and the Role of Knowledge and Belief , 2000 .

[10]  Fouad Abd-El-Khalick,et al.  Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science , 2000 .

[11]  Julie Bianchini,et al.  Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers , 2000 .

[12]  Chin-Chung Tsai,et al.  "Laboratory Exercises Help Me Memorize the Scientific Truths": A Study of Eighth Graders' Scientific Epistemological Views and Learning in Laboratory Activities , 1999 .

[13]  Norman G. Lederman.  Teachers' Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship. , 1999 .

[14]  John Leach,et al.  Students' understanding of the co-ordination of theory and evidence in science , 1999 .

[15]  J. Worrall.  Two Cheers for Naturalised Philosophy of Science or: Why Naturalised Philosophy of Science is Not the Cat's Whiskers , 1999 .

[16]  Hasok Chang.  History and Philosophy of Science as a Continuation of Science by Other Means , 1999 .

[17]  Mike U. Smith,et al.  Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators , 1999 .

[18]  Mansoor Niaz.  The Role of Idealization in Science and Its Implications for Science Education , 1999 .

[19]  R. Cortez,et al.  Adolescents' Understanding of Observation, Prediction, and Hypothesis in Everyday and Educational Contexts , 1999 .

[20]  William W. Cobern,et al.  Conceptualizations of nature : An interpretive study of 16 ninth graders' everyday thinking , 1999 .

[21]  Yvonne J. Meichtry.  The Nature of Science and Scientific Knowledge: Implications for a Preservice Elementary Methods Course , 1999 .

[22]  Rosária Justi,et al.  History and Philosophy of Science through Models: The Case of Chemical Kinetics , 1999 .

[23]  John Leach,et al.  UNDERGRADUATE SCIENCE STUDENTS' IMAGES OF SCIENCE , 1999 .

[24]  John L. Rudolph,et al.  Evolution and the nature of science: On the historical discord and its implications for education , 1998 .

[25]  Randy L. Bell,et al.  Implicit versus Explicit Nature of Science Instruction: An Explicit Response to Palmquist and Finley , 1998 .

[26]  Jerry Wellington,et al.  Eliciting, Interpreting and Developing Teachers' Understandings of the Nature of Science , 1998 .

[27]  James T. Robinson.  Reflections on “Science Teaching and the Nature of Science” , 1998 .

[28]  Norman G. Lederman,et al.  Assessing the Nature of Science: What is the Nature of Our Assessments? , 1998 .

[29]  Randy Yerrick,et al.  “We're just spectators”: A case study of science teaching, epistemology, and classroom management , 1998 .

[30]  M. Ruse.  Philosophy of biology , 1998 .

[31]  William J. Boone,et al.  Self‐efficacy and alternative conceptions of science of preservice elementary teachers , 1998 .

[32]  Randy L. Bell,et al.  The nature of science and instructional practice: Making the unnatural natural , 1998 .

[33]  Chin-Chung Tsai,et al.  An Analysis of Scientific Epistemological Beliefs and Learning Orientations of Taiwanese Eighth Graders , 1998 .

[34]  Vassilis Tselfes,et al.  History of Science and Instructional Design: The Case of Electromagnetism , 1998 .

[35]  C. Gauld.  Making More Plausible What is Hard to Believe: Historical Justifications and Illustrations of Newton's Third Law , 1998 .

[36]  Catherine Milne,et al.  Philosophically Correct Science Stories? Examining the Implications of Heroic Science Stories for School Science , 1998 .

[37]  Wolff-Michael Roth,et al.  Knowing, researching, and reporting science education: Lessons from science and technology studies , 1998 .

[38]  A. O. Kawagley,et al.  The indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science , 1998 .

[39]  Sandra K. Abell,et al.  EXAMINING THE EPISTEMOLOGICAL AND ONTOLOGICAL UNDERPINNINGS IN SCIENCE EDUCATION : AN INTRODUCTION , 1998 .

[40]  M. R. Matthews,et al.  In defense of modest goals when teaching about the nature of science , 1998 .

[41]  N. Allen,et al.  Voices from the Bridge: Worldview Conflicts of Kickapoo Students of Science. , 1998 .

[42]  C. Ault,,et al.  Criteria of excellence for geological inquiry: The necessity of ambiguity , 1998 .

[43]  Randy L. Bell,et al.  How great is the disagreement about the nature of science: A response to Alters , 1997 .

[44]  P. Tamir.  Studying Children's Conceptions of Life: An Example of Research Carried Out by Preservice Science Teachers , 1997 .

[45]  A. Albanese,et al.  Models in Science and in Education: A Critical Review of Research on Students' Ideas About the Earth and its Place in the Universe , 1997 .

[46]  William J. McKinney.  The Educational Use of Computer Based Science Simulations: Some Lessons from the Philosophy of Science , 1997 .

[47]  Cathleen C. Loving.  From the Summit of Truth to Its Slippery Slopes: Science Education's Journey Through Positivist-Postmodern Territory , 1997 .

[48]  F. Finley,et al.  Preservice Teachers' Views of the Nature of Science during a Postbaccalaureate Science Teaching Program , 1997 .

[49]  Vicente Mellado,et al.  Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science , 1997 .

[50]  Kenneth Tobin,et al.  Beliefs about the Nature of Science and the Enacted Science Curriculum , 1997 .

[51]  Heinz Meyling,et al.  How to Change Students‘ Conceptions of the Epistemology of Science , 1997 .

[52]  Sandra K. Abell,et al.  Developing a Graduate Level Science Education Course on the Nature of Science , 1997 .

[53]  Jonathan Osborne,et al.  PLACING THE HISTORY AND PHILOSOPHY OF SCIENCE ON THE CURRICULUM : A MODEL FOR THE DEVELOPMENT OF PEDAGOGY , 1997 .

[54]  M. R. Matthews.  James T. Robinson's Account of Philosophy of Science and Science Teaching: Some Lessons for Today from the 1960s. , 1997 .

[55]  Zoubeida R. Dagher,et al.  Scientific views and religious beliefs of college students: The case of biological evolution , 1997 .

[56]  Penny L. Hammrich.  Confronting Teacher Candidates' Conceptions of the Nature of Science , 1997 .

[57]  Michael P. Clough.  Strategies and Activities for Initiating and Maintaining Pressure on Students' Naive Views Concerning the Nature of Science , 1997 .

[58]  Wolff-Michael Roth,et al.  From “truth” to “invented reality”: A discourse analysis of high school physics students' talk about scientific knowledge , 1997 .

[59]  W. Suchting.  More on the nature of scientific thought: Responses to Professors Lederman and Ohlsson , 1996 .

[60]  Jerry Wellington,et al.  When the black box springs open: practical work in schools and the nature of science , 1996 .

[61]  L. Scott,et al.  Large‐scale exploration of pupils' understanding of the nature of science , 1996 .

[62]  Gerald H. Krockover,et al.  Children’s understandings of science: Goldilocks and the Three Bears revisited , 1996 .

[63]  B. Shapiro.  A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know” , 1996 .

[64]  Dougal Macdonald.  Making both the nature of science and science subject matter explicit intents of science teaching , 1996 .

[65]  Fabio Bevilacqua,et al.  The history of physics and European physics education , 1996 .

[66]  Nahum S. Kipnis.  The ‘Historical-investigative’ approach to teaching science , 1996 .

[67]  T. Andre,et al.  Using computer simulations to enhance conceptual change: the roles of constructivist instruction and student epistemological beliefs , 1996 .

[68]  Edgar W. Jenkins,et al.  The ‘nature of science’ as a curriculum component , 1996 .

[69]  Wolff-Michael Roth,et al.  The nature of scientific knowledge and student learning: Two longitudinal case studies , 1996 .

[70]  James H. Wandersee,et al.  Putting People Back Into Science: Using Historical Vignettes , 1995 .

[71]  Graham Rankin.  A challenge to the theory view of students' understanding of natural phenomena , 1995 .

[72]  Norman G. Lederman.  Suchting on the nature of scientific thought: Are we anchoring curricula in quicksand? , 1995 .

[73]  J. Dewey.  Science as subject-matter and as method , 1995 .

[74]  Charles R. Barman,et al.  High School Students' Views about the Nature of Science: Results from Three Countries , 1995 .

[75]  Jon Ogborn,et al.  Science teachers’ philosophical assumptions: how well do we understand them? , 1995 .

[76]  Robin Smith,et al.  ‘Talking your way out of it’, ‘rigging’ and ‘conjuring’: what science teachers do when practicals go wrong , 1995 .

[77]  T. Nickles.  Philosophy of Science and History of Science , 1995, Osiris.

[78]  P. Scott,et al.  Constructing Scientific Knowledge in the Classroom , 1994 .

[79]  Sandra K. Abell,et al.  What is science?: preservice elementary teachers’ conceptions of the nature of science , 1994 .

[80]  M. R. Matthews.  Science teaching : the role of history and philosophy of science , 1994 .

[81]  David Hammer,et al.  Epistemological Beliefs in Introductory Physics , 1994 .

[82]  Jerry Wellington,et al.  Who will teach the ‘nature of science’?: teachers' views of science and their implications for science education , 1994 .

[83]  C. Gauld.  The historical context of Newton's Third Law and the teaching of mechanics , 1993 .

[84]  J. Novak,et al.  The interplay of scientific epistemological views, learning strategies, and attitudes of college students , 1993 .

[85]  Susan Carey,et al.  On understanding the nature of scientific knowledge , 1993 .

[86]  Deborah Pomeroy.  Implications of Teachers' Beliefs about the Nature of Science: Comparison of the Beliefs of Scientists, Secondary Science Teachers, and Elementary Teachers. , 1993 .

[87]  P. Lipton,et al.  Reconstructing Scientific Revolutions: Thomas S. Kuhn's Philosophy of Science , 1993 .

[88]  Yvonne J. Meichtry.  The impact of science curricula on student views about the nature of science , 1993 .

[89]  I. Winchester.  “Science is dead. We have killed it, you and I”—How attacking the presuppositional structures of our scientific age can doom the interrogation of nature , 1993 .

[90]  D. Hodson.  Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings , 1993 .

[91]  H. Siegel.  Naturalized philosophy of science and natural science education , 1993, Science & Education.

[92]  L. Wolpert,et al.  The Unnatural Nature of Science , 1993, The Lancet.

[93]  A. Ryan,et al.  Students' Preconceptions about the Epistemology of Science , 1992 .

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[95]  George M. Bodner,et al.  The beginning science teacher: Classroom narratives of convictions and constraints , 1992 .

[96]  M. R. Matthews,et al.  Teaching about the history and nature of science and technology: An introduction , 1992 .

[97]  J. Solomon,et al.  Teaching about the Nature of Science through History: Action Research in the Classroom. , 1992 .

[98]  Lawrence C. Scharmann,et al.  Teaching evolution: Understanding and applying the nature of science , 1992 .

[99]  Zoubeida R. Dagher,et al.  Verbal Explanations Given by Science Teachers: Their Nature and Implications. , 1992 .

[100]  Norman G. Lederman.  Students' and teachers' conceptions of the nature of science: A review of the research , 1992 .

[101]  Yvonne J. Meichtry.  Influencing student understanding of the nature of science: Data from a case of curriculum development , 1992 .

[102]  J. Wandersee.  The historicality of cognition: Implications for science education research , 1992 .

[103]  M. R. Matthews,et al.  History, philosophy, and science teaching: The present rapprochement , 1992 .

[104]  Anton E. Lawson,et al.  The Nature of Scientific Thinking as Reflected by the Work of Biologists & by Biology Textbooks , 1992 .

[105]  George E. O’Brien,et al.  Teachers’ self-examination of their understanding of the nature of science: A history and philosophy course responsive to science teachers’ needs , 1991 .

[106]  Michael R. Abraham,et al.  A Comparison of Applied and Theoretical Knowledge of Concepts Based on the Particulate Nature of Matter. , 1991 .

[107]  R. Duschl,et al.  Epistemological perspectives on conceptual change: Implications for educational practice , 1991 .

[108]  Cathleen C. Loving.  The Scientific Theory Profile: A Philosophy of Science Model for Science Teachers. , 1991 .

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[112]  W. W. Cobern.  Introducing teachers to the philosophy of science: The card exchange , 1991 .

[113]  Carol Briscoe,et al.  The Dynamic Interactions among Beliefs, Role Metaphors, and Teaching Practices: A Case Study of Teacher Change. , 1991 .

[114]  Robert H. Ennis.  An Elaboration of a Cardinal Goal of Science Instruction: Scientific Thinking , 1991 .

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[118]  T. Settle.  >How to avoid implying that physicalism is true: a problem for teachers of science , 1990 .

[119]  A. Cleminson.  Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science , 1990 .

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[121]  Norman G. Lederman,et al.  Students' Perceptions of Tentativeness in Science: Development, Use, and Sources of Change. , 1990 .

[122]  D. Ginev.  Towards a new image of science: Science teaching and non-analytical philosophy of science , 1990 .

[123]  M. R. Matthews.  History, philosophy and science teaching what can be done in an undergraduate course? , 1990 .

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[128]  Norman G. Lederman,et al.  The Effect of Teachers' Language on Students' Conceptions of the Nature of Science. , 1989 .

[129]  Susan Carey,et al.  `An experiment is when you try it and see if it works': a study of grade 7 students' understanding of the construction of scientific knowledge , 1989 .

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[137]  M. R. Matthews.  History, philosophy, and science teaching — A bibliography , 1989 .

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[139]  Lawrence C. Scharmann.  The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science , 1988 .

[140]  M. R. Matthews.  A role for history and philosophy in science teaching , 1988 .

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