Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations

Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations

Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept...

Cur síos iomlán

Sonraí bibleagrafaíochta
Príomhchruthaitheoirí:	Erduran, S, Kaya, E
Formáid:	Journal article
Foilsithe / Cruthaithe:	Springer 2018

Míreanna comhchosúla

Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
de réir: Kaya, E, et al.
Foilsithe / Cruthaithe: (2018)

Infusing epistemic perspectives on scientific practices in science teacher education
de réir: Erduran, S, et al.
Foilsithe / Cruthaithe: (2023)

Tracing preservice teachers’ understanding of nature of science through their drawings and writing
de réir: Barak, M, et al.
Foilsithe / Cruthaithe: (2022)

Nature of science in preservice science teacher education–case studies of Irish pre-service science teachers
de réir: Cullinane, A, et al.
Foilsithe / Cruthaithe: (2022)

Pre-service science teachers’ understanding of epistemic aspects of the nature of science in four controversies from the history of science
de réir: José Antonio Acevedo-Díaz, et al.
Foilsithe / Cruthaithe: (2018-09-01)

Understanding aims and values of science: Developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland
de réir: Kelly, R, et al.
Foilsithe / Cruthaithe: (2018)

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis
de réir: Cheung, KKC, et al.
Foilsithe / Cruthaithe: (2023)

The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research
de réir: Guilfoyle, L, et al.
Foilsithe / Cruthaithe: (2020)

Comparison of physics, chemistry and biology teachers’ perceptions of nature of science and domains of science
de réir: Kaya, E, et al.
Foilsithe / Cruthaithe: (2024)

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis
de réir: Kason Ka Ching Cheung, et al.
Foilsithe / Cruthaithe: (2023-06-01)

The role of research experiences in developing pre-service teachers’ epistemic beliefs
de réir: Guilfoyle, L, et al.
Foilsithe / Cruthaithe: (2024)

Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England
de réir: Erduran, S, et al.
Foilsithe / Cruthaithe: (2020)

Exploring the impact of positing entrepreneurship in nature of science: Initial Science Teachers’ perspectives
de réir: Kaya-Capocci, S, et al.
Foilsithe / Cruthaithe: (2021)

Investigating pre-service teachers’ understanding of nature of science: contributions of an assessment tool based on the reconceptualized family resemblance approach
de réir: Cullinane, A, et al.
Foilsithe / Cruthaithe: (2022)

Visualizing the nature of science: beyond textual pieces to holistic images in science education
de réir: Erduran, S
Foilsithe / Cruthaithe: (2017)

Looking at the social aspects of nature of science in science education through a new lens
de réir: Kaya, S, et al.
Foilsithe / Cruthaithe: (2018)

Students’ meaning-making of nature of science: interaction between visual, verbal, and written modes of representation
de réir: Cheung, KKC, et al.
Foilsithe / Cruthaithe: (2024)

Pre-Service Science Teachers’ Views of the Nature of STEM
de réir: Chatree Faikhamta
Foilsithe / Cruthaithe: (2020-12-01)

Investigating the epistemic nature of STEM: analysis of science curriculum documents from the USA using the family resemblance approach
de réir: Park, W, et al.
Foilsithe / Cruthaithe: (2020)

Teachers' views of the nature of science: a study on pre-service science teachers in Sabah, Malaysia
de réir: Lay, Yoon Fah, et al.
Foilsithe / Cruthaithe: (2011)

Determining pre-service science teachers’ perceptions of science, nature of science, and the relationship between them
de réir: Aslı SADE MEMİŞOĞLU, et al.
Foilsithe / Cruthaithe: (2022-10-01)

From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
de réir: Kaya, E, et al.
Foilsithe / Cruthaithe: (2016)

Nature of science and domain-specificity: investigating the coverage of nature of science in physics, chemistry and biology curricula across grade levels
de réir: Kaya, E, et al.
Foilsithe / Cruthaithe: (2024)

Visions of senior pre-service chemistry teachers on the nature of science
de réir: Khalil Oliveira Portugal, et al.
Foilsithe / Cruthaithe: (2020-04-01)

Epistemic foundations of the independent work in the natural sciences
de réir: Raúl De Miranda Rangel
Foilsithe / Cruthaithe: (2015-09-01)

Drawing Out by Drawing Into: Representation and Partnership in a Design-Science Collaboration
de réir: Pablo Schyfter
Foilsithe / Cruthaithe: (2016-12-01)

Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms
de réir: Aysegül Derman, et al.
Foilsithe / Cruthaithe: (2019-06-01)

Exploring View of Nature of Science and Technology Pre-Service Chemistry Teachers
de réir: Devita Marlina Venessa, et al.
Foilsithe / Cruthaithe: (2019-11-01)

Pre-service Teachers’ Use ofVisual Representations
de réir: Gökhan ÖZSOY
Foilsithe / Cruthaithe: (2018-09-01)

Symbolic Representation of Young Children in Science: Insights into Preschoolers’ Drawings of Change of State of Matter
de réir: Maria Kampeza, et al.
Foilsithe / Cruthaithe: (2024-10-01)

The Digital Story of Science: Experiences of Pre-Service Science Teachers
de réir: Munise Seckin-Kapucu, et al.
Foilsithe / Cruthaithe: (2020-04-01)

Pre-service Science Teachers’ Discrimination Level of Science and Pseudoscience
de réir: Murat Berat Uçar, et al.
Foilsithe / Cruthaithe: (2018-11-01)

Maps and the Epistemic Risks of Visual Representation
de réir: Kukla, Quill
Foilsithe / Cruthaithe: (2024-07-01)

Abandoning patchwork approaches to nature of science in science education
de réir: Dagher, ZR, et al.
Foilsithe / Cruthaithe: (2017)

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction
de réir: Javier Paricio, et al.
Foilsithe / Cruthaithe: (2022-04-01)

Science Teaching and epistemic practices: teachers’ role and students’ engagement
de réir: Lúcia Helena Sasseron, et al.
Foilsithe / Cruthaithe: (2016-08-01)

Meta-reflexivity and epistemic cognition in social science teacher education
de réir: Marcus Kindlinger
Foilsithe / Cruthaithe: (2021-10-01)

Educational Games in Science Center: Experiences of Pre-Service Science Teachers
de réir: Canan Laçin-Şimşek, et al.
Foilsithe / Cruthaithe: (2022-06-01)

In-service teachers' perspectives of pre-service teachers' knowledge domains in science
de réir: M L Botha, et al.
Foilsithe / Cruthaithe: (2011-01-01)

Nature of Science (NOS) Being Acquainted with Science of Science (SoS): Providing a Panoramic Picture of Sciences to Embody NOS for Pre-Service Teachers
de réir: Ismo T. Koponen
Foilsithe / Cruthaithe: (2021-03-01)