Influence of a Reflective Explicit Activity-based Approach on Elementary Teachers' Conceptions of Nature of Science.

Akerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G.

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Peer reviewed

ERIC Number: EJ607085

Record Type: Journal

Publication Date: 2000

Pages: N/A

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ISSN: ISSN-0022-4308

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Influence of a Reflective Explicit Activity-based Approach on Elementary Teachers' Conceptions of Nature of Science.

Akerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G.

Journal of Research in Science Teaching, v37 n4 p295-317 Apr 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 conceptual change approach to explicit, reflective NOS instruction. (Contains 68 references.) (Author/WRM)

Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching, Learning Processes, Misconceptions, Reflective Teaching, Science Education, Scientific Literacy, Scientific Methodology, Scientific Principles, Teacher Education, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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