Valarie L. Akerson|Fouad Abd?El?Khalick|Norman G. Lederman
Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science
Washington State University|American University of Beirut|Oregon State University
journal research science teachingvolume 37 issue 4 p 295317 influence reflective explicit activitybased approach elementary teachers conceptions nature science valarie l akerson corresponding author valarie l akerson department teaching learning washington state university 2710 university drive richland washington 99352department teaching learning washington state university 2710 university drive richland washington 99352search papers authorfouad abdelkhalick fouad abdelkhalick american university beirutsearch papers authornorman g lederman norman g lederman oregon state university oregonsearch papers author valarie l akerson corresponding author valarie l akerson department teaching learning washington state university 2710 university drive richland washington 99352department teaching learning washington state university 2710 university drive richland washington 99352search papers authorfouad abdelkhalick fouad abdelkhalick american university beirutsearch papers authornorman g lederman norman g lederman oregon state university oregonsearch papers author first published 24 august 2000 httpsdoiorg101002sici10982736200004374295aidtea230co22citations 279aboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onfacebooktwitterlinked inredditwechat abstract study assessed influence reflective explicit activitybased approach nature science nos instruction undertaken context elementary science methods course preservice teachers views aspects nos aspects included empirical tentative subjective theoryladen imaginative creative social cultural nos two additional aspects distinction observation inference functions relationship scientific theories laws participants 25 undergraduate 25 graduate preservice elementary teachers enrolled two sections investigated course openended nos questionnaire coupled individual interviews used assess participants nos views conclusion course majority participants held naive views target nos aspects beginning study first week class participants engaged specially designed activities coupled explicit nos instruction throughout remainder course participants provided structured opportunities reflect views target nos aspects postinstruction assessments indicated participants made substantial gains views target nos aspects less substantial gains evident case subjective social cultural nos results present study support effectiveness explicit reflective nos instruction instruction nonetheless might rendered effective integrated within conceptual change approach 2000 john wiley sons inc j res sci teach 37 295317 2000 citing literature volume37 issue4april 2000pages 295317 relatedinformation