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dc.contributor.authorMcDonald, Christine
dc.contributor.authorAbd-El-Khalick, Fouad
dc.contributor.editorChristine V. McDonald, Fouad Abd-El-Khalick
dc.date.accessioned2018-10-12T01:32:31Z
dc.date.available2018-10-12T01:32:31Z
dc.date.issued2017
dc.identifier.isbn9781138122406
dc.identifier.doi10.4324/9781315650524
dc.identifier.urihttp://hdl.handle.net/10072/341129
dc.description.abstractThe development of informed nature of science (NOS) views is considered an integral component of scientific literacy, and a central focus of the majority of national science education reform documents worldwide (e.g., American Association for the Advancement of Science [AAAS], 1993; Australian Curriculum and Reporting Authority [ACARA], 2015; National Research Council [NRC], 2012; Next Generation Science Standards [NGSS], NGSS Lead States, 2013). Reform documents in the United States and elsewhere have articulated a range of NOS concepts students need to know to become scientifically literate. More broadly, to be scientifically literate demands acquiring the ability to 1) apply and reason scientifically, 2) command the discourse of science, and 3) understand the historical and epistemological significance of the learned concepts. Numerous studies have explored the views held by teachers and students about NOS, and many of these studies have indicated that students and teachers hold deep-seated, uninformed views about NOS that are resistant to change. They have also indicated that NOS ideas need to be taught more deliberately and explicitly for positive change to occur (e.g., Abd-El-Khalick & Lederman, 2000). Importantly, it is an undeniable reality that in the larger majority of science classrooms across the world, textbooks become the curriculum and determine, to a much larger extent than envisioned by science educators, what is taught and learned about science in these classrooms (Kahveci, 2010; Roseman, Stern, & Koppal, 2010). Such an impact gains significance in light of the fact that very few, if any, commercially viable science textbooks have been recently designed specifically to help K-12 students develop informed conceptions of NOS, as emphasized in current science education reform documents.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleRepresentations of Nature of Science in School Science Textbooks: A Global Perspective
dc.relation.ispartofchapter1
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto19
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchcode130199
dc.titleRepresentations of nature of science in school science textbooks
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorMcDonald, Christine


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