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If We Teach Them, They Can Learn: Young Students Views of Nature of Science during an Informal Science Education Program
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Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L. – Journal of Science Teacher Education, 2011
There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, "Benchmarks for science literacy," Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA,…
Descriptors: Informal Education, Scientific Principles, Educational Change, Scientific Literacy
Teaching Nature of Science through Inquiry: Results of a 3-Year Professional Development Program
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Akerson, Valarie L.; Hanuscin, Deborah L. – Journal of Research in Science Teaching, 2007
This study assessed the influence of a 3-year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS-B and associated interviews the researchers…
Descriptors: Teaching Methods, Scientific Principles, Faculty Development, Professional Development
Learning as Conceptual Change: Factors Mediating the Development of Preservice Elementary Teachers' Views of Nature of Science
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Abd-El-Khalick, Fouad; Akerson, Valarie L. – Science Education, 2004
This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an…
Descriptors: Teaching Methods, Reflective Teaching, Instructional Effectiveness, Preservice Teachers
Influence of a Reflective Explicit Activity-based Approach on Elementary Teachers' Conceptions of Nature of Science.
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Akerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…
Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching