Open Access
Issue
SHS Web Conf.
Volume 66, 2019
ERPA International Congresses on Education 2019 (ERPA 2019)
Article Number 01039
Number of page(s) 4
DOI https://doi.org/10.1051/shsconf/20196601039
Published online 14 August 2019
  1. American Association for the Advancement of Science, Benchmarks for science literacy. New York, NY: Oxford University Press. (1993) [Google Scholar]
  2. National Research Council, National science education standards. Washington, DC: National Academic Press. (1996) [Google Scholar]
  3. M. Rocard, P. Csermely, D. Jorde, D. Lenzen, H. Walwerg Henriksson, V. Hemmo, Science Education Now: A Renewed Pedagogy for the Future of Europe. European Commission. Community Research, (2007) [Google Scholar]
  4. N.G. Lederman, J.S. Lederman, A. Antink, Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1 (3), 138–147, (2013) [Google Scholar]
  5. B. Schwartz, A. Ward, J. Monterosso, S. Lyubomirsky, K. White, D. R. Lehman, Maximizing versus satisficing: Happiness is a matter of choice. Journal of Personality and Social Psychology, 83 (5), 1178–1197, (2002) [CrossRef] [Google Scholar]
  6. N.G. Lederman, J.S. Lederman, Revising Instruction to Teach Nature of Science. The Science Teacher, 71 (9): 36–39, (2004). [Google Scholar]
  7. N. G. Lederman, Nature of science: Past, present, and future. In Handbook of research in science education, Edited by: Abell, S. K. and Lederman, N. G. Englewood cliffs, NJ: Erlbaum Publishers, (2007) [Google Scholar]
  8. D. K. Capps, B. A. Crawford, M. A. Constas, A review of empirical literature on inquiry professional development: alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23, 291–318, (2012) [CrossRef] [Google Scholar]
  9. R. Porlán, R. Martín del Pozo, A., Rivero, J. Harres, P. Azcárate, M. Pizzato, El cambio del profesorado de ciencias I: Marco teórico y formativo, Enseñanza de las Ciencias, 28(1), 31–46, (2010) [Google Scholar]
  10. Rivero, A., Martín del Pozo, R., Solís, E., Azcárate, P., Porlán, R., (2017) Cambio del conocimiento sobre la enseñanza de las ciencias de futuros maestros. Enseñanza de las Ciencias, 35 (1), pp. 29–52. [Google Scholar]
  11. M.R. Ariza, D. Aguirre, A. Quesada, A.M. Abril, F.J. García, Lana o metal? Una propuesta de aprendizaje por indagación para el estudio de las propiedades térmicas de materiales comunes. Revista Electrónica de Enseñanza de las Ciencias, 15(2), 297–311, (2016) [Google Scholar]
  12. J. S. Lederman, N. G. Lederman, S. A. Bartos, S. L. Bartels, A. A. Meyer, R. S. Schwartz, Meaningful assessment of learners' understandings about scientific inquiry- The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51 (1), 65–83, (2014) [CrossRef] [Google Scholar]
  13. J.W. Creswell, Qualitative Inquiry & Research Design: Choosing Among the Five Approaches. Thousand Oaks, CA: SAGE Publications, Inc. (pp. 77–83), (2013). [Google Scholar]
  14. C. H. Yu, J. M. Cole, Friend or Foe? Common Sense in Science Education from the Perspective of History and Philosophy of Science, British Journal of Education, Society & Behavioural Science, 4(5), 673–690, (2014) [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.