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  1. Comparing the Impact of Two Science-as-Inquiry Methods on the NOS Understanding of High-School Biology Students.Dina Tsybulsky - 2018 - Science & Education 27 (7-8):661-683.
    The current study compared the effectiveness of two methods in biology teaching that are based on the science-as-inquiry approach: visits to authentic university laboratories and analyzing adapted primary literature. The methods’ effectiveness was measured in terms of high-school students’ increased understanding following a 6-week intervention that emphasized five major aspects of the nature of science : the tentativeness of scientific understanding, the cooperative nature of the scientific process, methodological diversity, the sociocultural embeddedness of scientific knowledge, and the aims of scientific (...)
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  • Whatever Happened to STS? Pre-Service Physics Teachers and the History of Quantum Mechanics.Samson Nashon, Wendy Nielsen & Stephen Petrina - 2008 - Science & Education 17 (4):387-401.
  • Developing Greek Primary School Students’ Critical Thinking Through an Approach of Teaching Science Which Incorporates Aspects of History of Science.Katerina Malamitsa, Michael Kasoutas & Panagiotis Kokkotas - 2009 - Science & Education 18 (3-4):457-468.
  • Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles.Dietmar Höttecke & Cibelle Celestino Silva - 2011 - Science & Education 20 (3-4):293-316.
  • 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.
  • Teaching the Conceptual History of Physics to Physics Teachers.Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala - 2015 - Science & Education 24 (4):387-408.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
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  • Towards a Refined Depiction of Nature of Science.Igal Galili - 2019 - Science & Education 28 (3-5):503-537.
    This study considers the short list of Nature of Science features frequently published and widely known in the science education discourse. It is argued that these features were oversimplified and a refinement of the claims may enrich or sometimes reverse them. The analysis shows the need to address the range of variation in each particular aspect of NOS and to illustrate these variations with actual events from the history of science in order to adequately present the subject. Another implication of (...)
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  • Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science.Igal Galili - 2012 - Science & Education 21 (9):1283-1316.
  • A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics.Ravit Golan Duncan, Jinnie Choi, Moraima Castro-Faix & Veronica L. Cavera - 2017 - Science & Education 26 (10):1115-1141.
    Learning progressions are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a (...)
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  • History of Science and Conceptual Change: The Formation of Shadows by Extended Light Sources.Christos Dedes & Konstantinos Ravanis - 2009 - Science & Education 18 (9):1135-1151.
  • Lessons From the History of the Concept of the Ray for Teaching Geometrical Optics.C. Andreou & A. Raftopoulos - 2011 - Science & Education 20 (10):1007-1037.
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
  • 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.
    This chapter presents the historical-investigative approach used in science teaching. Both history and philosophy of science have come to a sophisticated understanding of the role that experiments play in the generation and establishment of scientific knowledge. This recent development, called the “experimental turn,” is discussed first. Next, this chapter analyzes how practical work has been discussed among science educators in recent decades. Based on such a broad perspective, the historical-investigative approach is linked to recent advancements in history and philosophy of (...)
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