Large-scale exploration of pupils' understanding of the nature of science

Joan Solomon, Linda Scott & Jon Duveen

Science Education 80 (5):493-508 (1996) Copy BIBT_EX

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Citations of this work

International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.

Understanding students' practical epistemologies and their influence on learning through inquiry.William A. Sandoval - 2005 - Science Education 89 (4):634-656.

Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies.Mansoor Niaz - 2009 - Science & Education 18 (1):43-65.

Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project.Dietmar Höttecke, Andreas Henke & Falk Riess - 2012 - Science & Education 21 (9):1233-1261.

Historical-Investigative Approaches in Science Teaching.Peter Heering & Dietmar Höttecke - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1473-1502.

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References found in this work

The structures of the life-world.Alfred Schutz - 1973 - Evanston [Ill.]: Northwestern University Press. Edited by Thomas Luckmann.

High‐school graduates' beliefs about science‐technology‐society. I. methods and issues in monitoring student views.Glen S. Aikenhead, Reg W. Fleming & Alan G. Ryan - 1987 - Science Education 71 (2):145-161.

Science teachers' conceptions of the nature of science: Do they really influence teaching behavior?Norman G. Lederman & Dana L. Zeidler - 1987 - Science Education 71 (5):721-734.

High‐school graduates' beliefs about science‐technology‐society. IV. The characteristics of scientists.Alan G. Ryan - 1987 - Science Education 71 (4):489-510.

High‐school graduates' beliefs about science‐technology‐society. III. Characteristics and limitations of scientific knowledge. [REVIEW]Glen S. Aikenhead - 1987 - Science Education 71 (4):459-487.

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