科学教育
教育研究
数学教育
科学的本质
定性研究
研究方法
实证研究
教育学
心理学
工程伦理学
社会学
认识论
社会科学
工程类
哲学
人口学
人口
标识
DOI:10.1002/tea.3660290404
摘要
Abstract The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
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