Providing support focused on real challenges is critical in retaining highly qualified new
science teachers, but the field lacks a systematic description of these teachers' needs. The …

Helping students develop informed conceptions of nature of science (NOS) is a perennial
goal of science education. This goal has gained renewed emphasis in current national …

This opinion piece paper urges teachers and teacher educators to draw careful distinctions
among four basic learning goals: learning science, learning about science, doing science …

Helping students develop informed views of nature of science (NOS) has been and
continues to be a central goal for kindergarten through Grade 12 (K–12) science education …

The title of this chapter deliberately includes two terms-scientific literacy and science literacy,
abbreviated together as SL. The literature on SL has mushroomed in the past two decades …

An important distinction can be made between the science, technology, and society (STS)
movement of past years and the domain of socioscientific issues (SSI). STS education as …

Conceptual change research investigates the processes through which learners
substantially revise prior knowledge and acquire new concepts. Tracing its heritage to …

The purpose of this study was to investigate the relationships between students' conceptions
of the nature of science and their reactions to evidence that challenged their beliefs about …

This study investigates student conceptualizations of the nature of science (NOS) and how
students interpret and evaluate conflicting evidence regarding a socioscientific issue. Eighty …

Much has been written about how effective nature of science instruction must have a
significant explicit and reflective character. However, while explicitly drawing students' …