The Nature of Science in Science Education

[1]  Frederick Reif,et al.  Understanding and teaching important scientific thought processes , 1995 .

[2]  Loren C. Eiseley,et al.  Darwin's Century: Evolution and the Men Who Discovered It , 1961 .

[3]  M. Bickhard.  Myths of Science , 1992 .

[4]  R. Horwood.  Explanation and description in science teaching , 1988 .

[5]  R. Guerin,et al.  An analysis of several instruments measuring “nature of science” objectives , 1974 .

[6]  J. Habermas.  History and Evolution , 1979, Telos.

[7]  T. Paine.  Common Sense , 1995 .

[8]  W. Hugh Stickler,et al.  Research in science teaching , 1947 .

[9]  Derek Hodson,et al.  Toward a philosophically more valid science curriculum , 1988 .

[10]  Norman G. Lederman.  Students' and Teachers' Understanding of the Nature of Science: A Reassessment , 1986 .

[11]  E. Glasersfeld.  Cognition, Construction of Knowledge, and Teaching , 1989 .

[12]  L. Pyenson,et al.  André-Marie Ampère: Enlightenment and Electrodynamics , 1995 .

[13]  A. A. Chaikin.  Books-Received - a Man on the Moon - the Voyages of the Apollo Astronauts , 1994 .

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

[15]  M. R. Matthews,et al.  Constructivism and science education: Some epistemological problems , 1993 .

[16]  J. Bronowski.  The origins of knowledge and imagination , 1978 .

[17]  Anthony Hallam,et al.  Great Geological Controversies , 1983 .

[18]  J. Loeb.  Loeb Classical Library , 1962, Greece and Rome.

[19]  P. Gross,et al.  Higher Superstition: The Academic Left and Its Quarrels with Science , 1994 .

[20]  M. R. Matthews,et al.  Introductory Comments on Philosophy and Constructivism in Science Education , 1997 .

[21]  S. Brush.  Resources for the history of physics , 1972 .

[22]  Noretta Koertge,et al.  Toward an integration of content and method in the science curriculum , 1996 .

[23]  William W. Cobern,et al.  Worldview theory and conceptual change in science education , 1996 .

[24]  M Salive,et al.  Misadministration of topical bovine thrombin. , 1999, JAMA.

[25]  H. Siegel.  Educating Reason: Rationality, Critical Thinking and Education , 1988 .

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

[27]  G. Aikenhead,et al.  Toward a First Nations Cross-Cultural Science and Technology Curriculum. , 1997 .

[28]  N. Koertge.  FEMINIST EPISTEMOLOGY , 1995 .

[29]  Thomas T Samaras,et al.  Less is better. , 2002, Journal of the National Medical Association.

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

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

[32]  Stephen Jay Gould,et al.  Time's Arrow, Time's Cycle: Myth and Metaphor in the Discovery of Geological Time , 1987 .

[33]  J. Bruce Brackenridge,et al.  'The Key to Newton's Dynamics: The Kepler Problem and the'Principia'. Containing an English Translation of Sections 1, 2 and 3 of Book One from the First (1687) Edition of Newton's' Mathematical , 1995 .

[34]  Judith E. Lanier.  Research on teacher education , 1984 .

[35]  E. Keller,et al.  A feeling for the organism : the life and work of Barbara McClintock , 1985 .

[36]  J. Dewey.  Democracy and education : an introduction to philosophy of education / John Dewey , 1916 .

[37]  D. Hodson.  In search of a rationale for multicultural science education , 1993 .

[38]  S. Harding.  The science question in feminism , 1986 .

[39]  A. M. Lucas,et al.  Hidden assumptions in measures of knowledge about science and scientists , 1975 .

[40]  Robert W. Whittlesey,et al.  Do Scientists Cheat , 1988 .

[41]  G. Bodner.  The ethics of science. , 2004, The Washington post.

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

[43]  H. Emmett Brown,et al.  Association for the education of teachers in science , 1957 .

[44]  Dudley Shapere,et al.  Scientific Theories and Their Domains , 1984 .

[45]  Norman G. Lederman,et al.  Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? , 1987 .

[46]  K. Popper,et al.  Conjectures and refutations;: The growth of scientific knowledge , 1972 .

[47]  J. Solomon.  Teaching about the nature of science in the british national curriculum , 1991 .

[48]  Feminist Epistemology: Implications for Philosophy of Science , 1994, Philosophy of Science.

[49]  M. R. Matthews,et al.  Time for Science Education: How Teaching the History and Philosophy of Pendulum Motion can Contribute to Science Literacy , 2000 .

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

[51]  H. Hartley.  Studies in the history of chemistry , 1971 .

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

[53]  Gabriel Gohau,et al.  A history of geology , 1991 .

[54]  M. Fullan.  The New Meaning of Educational Change , 1990 .

[55]  N. Brickhouse,et al.  The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories , 1989 .

[56]  W. Patterson.  Nuclear Power , 1976 .

[57]  Richard A. Duschl,et al.  Restructuring Science Education: The Importance of Theories and Their Development , 1990 .

[58]  Norman Levitt,et al.  The flight from science and reason , 1996 .

[59]  F. Connelly.  Philosophy of science and the science curriculum , 1969 .

[60]  L. Darden.  Book Review:Thomas Hunt Morgan, The Man and His Science Garland E. Allen , 1980 .

[61]  Jon Ogborn,et al.  Philosophy of science: an empirical study of teachers’ views , 1989 .

[62]  George Sarton,et al.  The study of the history of science , 1936 .

[63]  Albert E. Moyer,et al.  The scientific imagination: case studies , 1978, Medicina e historia.

[64]  I. Lakatos.  Falsification and the Methodology of Scientific Research Programmes , 1976 .

[65]  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 .

[66]  Maurizio Iaccarino,et al.  Science and culture , 2003, EMBO reports.

[67]  Joseph J. Schwab.  The Teaching of Science as Inquiry , 1958 .

[68]  I. Brown.  The right answer , 1997 .

[69]  Richard T. White,et al.  Metalearning and conceptual change , 1989 .

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

[71]  James T. Robinson.  The nature of science and science teaching , 1968 .

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

[73]  I. Scheffler.  Reason and teaching , 1973 .

[74]  Colin A. Russell.  Recent developments in the history of chemistry , 1985 .

[75]  John S. Allen.  An Introductory Course , 1935 .

[76]  J. Gallagher,et al.  Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science , 1991 .

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

[78]  K. Popper,et al.  The Logic of Scientific Discovery , 1960 .

[79]  Imre Lakatos,et al.  The Methodology of Scientific Research Programmes , 1978 .

[80]  E. Cawthron,et al.  Images of Science: an Empirical Study , 1982 .

[81]  H. Butterfield.  The Origins of Modern Science , 1965 .

[82]  A. Griffiths,et al.  Secondary school students' understanding of the nature of science , 1991 .

[83]  D. Schoen.  The Reflective Practitioner , 1983 .

[84]  G. Nigel Gilbert,et al.  Accounting for Error: How Scientists Construct their Social World when they Account for Correct and Incorrect Belief , 1982 .

[85]  O. Redlich,et al.  Science and mathematics , 1972 .

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

[87]  P. Medawar,et al.  The threat and the glory , 1990 .

[88]  J. Burke.  The Day the Universe Changed , 1985 .

[89]  R. Gordon,et al.  The road to Jaramillo : critical years of the revolution in earth science , 1984 .

[90]  A. F. Chalmers,et al.  What Is This Thing Called Science , 1976 .

[91]  Norman Campbell,et al.  What is Science , 1953 .

[92]  H. M. Collins,et al.  THE SOCIOLOGY OF SCIENTIFIC KNOWLEDGE: STUDIES OF CONTEMPORARY SCIENCE , 1983 .

[93]  Alberti Pw.  How many angels can dance on the head of a pin? , 1996, The Journal of otolaryngology.

[94]  J. VanNieuwenhuizen.  HOW IT HAS HAPPENED. , 1974, California state journal of medicine.

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

[96]  T. Kuhn,et al.  Criticism and the Growth of Knowledge: Logic of Discovery or Psychology of Research? , 1970 .

[97]  A. Einstein.  Relativity: The Special and the General Theory , 2015 .

[98]  Jack Lockhead,et al.  Helping Students Understand Difficult Science Concepts through the Use of Dialogues with History. , 1989 .

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

[100]  T. Kuhn,et al.  The Structure of Scientific Revolutions. , 1964 .

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

[102]  Albert Einstein,et al.  Ideas and Opinions , 1954 .

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

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

[105]  James Reston.  Galileo: A Life , 1994 .

[106]  Bernard R. Ortizdemontellano,et al.  AFROCENTRIC PSEUDOSCIENCE , 1995 .

[107]  F. Rutherford.  A Humanistic Approach to Science Teaching , 1972 .

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

[109]  S. Toulmin,et al.  Foresight And Understanding , 1961 .

[110]  Lindsay D. Mackay,et al.  Development of understanding about the nature of science , 1971 .

[111]  Michael T. Battista,et al.  Teacher Beliefs and the Reform Movement in Mathematics Education. , 1994 .

[112]  E. Martel.  How Valid Are the Portland Baseline Essays , 1991 .

[113]  R. Merton.  The Normative Structure of Science , 1973 .

[114]  Robert E. Yager,et al.  What Research Says to the Science Teacher , 1978 .

[115]  Tim Appenzeller,et al.  Computers in Biology , 1996, Science.

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

[117]  Lester E. Denonn,et al.  The Basic Writings of Bertrand Russell , 2001 .

[118]  P. Feyerabend.  Against Method: Outline of an Anarchistic Theory of Knowledge , 1976 .

[119]  Larry Laudan,et al.  Science and Values , 1986 .

[120]  J. Shea.  National Science Education Standards , 1995 .

[121]  Philip W. Anderson,et al.  WHAT MAD PURSUIT. A Personal View of Scientific Discovery. , 1989 .

[122]  R. Duschl.  Science Education and Philosophy of Science Twenty‐Five Years of Mutually Exclusive Development , 1985 .

[123]  W. Brock.  The Norton history of chemistry , 1993 .

[124]  Michael Brady,et al.  Artificial Intelligence and Robotics , 1985, Artif. Intell..

[125]  Ernst Mayr,et al.  One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought. , 1992 .

[126]  Richard A. Duschl,et al.  Abandoning the scientistic legacy of science education , 1988 .

[127]  F. Suppe.  The Structure of Scientific Theories. , 1975 .