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dc.contributor.authorHanuscin, Deborah L.eng
dc.date.issued2010-10eng
dc.descriptionThis conference paper was presented at the Annual Meeting of the American Educational Research Association in Montreal, Quebec in April, 2005.eng
dc.description.abstractThe “nature of science” (NOS) typically refers to understanding science as a way of knowing or the values and assumptions inherent in the construction of scientific knowledge (Lederman, 1992). Science education in the U.S. has emphasized understanding NOS most recently as a critical component of scientific literacy within national reform documents including Science for All Americans (AAAS, 1990), Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996). Despite these emphases, however, Lederman's (1992) review of the research and studies since (e.g., Akerson, Abd-El-Khalick & Lederman, 2000; Bianchini & Colburn, 2000; Schwartz & Lederman, 2002) reveal that teachers generally do not possess informed views of NOS and inquiry. This study examined efforts to improve practicing K-8 teachers' understandings of NOS in the context of a science content course.eng
dc.identifier.urihttp://hdl.handle.net/10355/8825eng
dc.languageEnglisheng
dc.relation.ispartofLearning, Teaching, and Curriculum presentations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculumeng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.sourceHarvested from: Deborah L. Hanuscin web site (web.missouri.edu/~hanuscind/index.html)eng
dc.subjectscience educatorseng
dc.subjectclassroom-based science investigationseng
dc.subjectscience curriculumeng
dc.subject.lcshScience -- Study and teaching (Elementary)eng
dc.subject.lcshScience teachers -- Training ofeng
dc.titleLearning the 'Grammar of Science': The Influence of a Physical Science Content Course on K-8 Teachers' Understanding of the Nature of Science and Inquiryeng
dc.typeConference papereng


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