Asia-Pacific Forum on Science Learning and Teaching, Volume 15, Issue 1, Article 1 (Jun., 2014)
Khajornsak BUARAPHAN and Ziaul ABEDIN FORHAD
Thai and Bangladeshi in-service science teachers' conceptions of nature of science: A comparative study

Previous Contents


References

Abd-El-Khalick, F., & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673-699.

Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.

Akindehin, F. (1988). Effect of an instructional package on preservice science teachers' understanding of nature of science and acquisition of science-related attitudes. Science Education, 72, 73-82.

Atar, H. Y., & Gallard, A. (2011). Investigating the relationship between teachers' nature of science conceptions and their practice of inquiry science. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1-25.

Behnke, F. L. (1961). Reactions of scientists and science teachers to statements bearing on certain aspects of science and science teaching.School Science and Mathematics, 61, 193-207.

Billeh, V. Y., & Hassan, O. E. (1975). Factors affecting teachers gain in understanding the nature of science. Journal of Research in Science Teaching, 12, 67-71.

Black, T. R. (1999). Doing quantitative research in the social sciences:An integrated approach to research design, measurement, and statistics. Thousand Oaks, CA: Sage.

Boonmuangsaen, S. (1997). A study of senior high school science teachers' understanding of the nature of science in the Educational Region 9. . (Master), Mahasarakham University.

Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.

Brush, S. G. (1989). History of science and science education. Interchange, 20, 60-71.

Buaraphan, K. (2009a). Pre-service and in-service science teachers' responses and reasoning about the nature of science. Educational Research and Review, 4(11), 561-581. .

Buaraphan, K. (2009b). Thai inservice science teachers' conceptions of the nature of science. Journal of Science and Mathematics Education in Southeast Asia, 32(2), 188-217.

Buaraphan, K. (2012). Embedding nature of science in teaching about astronomy and space. Journal of Science Education and Technology, 21(3), 353-369.

Buaraphan, K., & Sung-ong, S. (2009). Thai pre-service science teachers' conceptions of the nature of science. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 1-22.

Carey, L. R., & Stauss, N. G. (1970). An analysis of experienced science teachers' understanding of the nature of science. School Science and Mathematics, 70, 366-376.

Carey, L. R., & Strauss, A. N. (1968). An analysis of the understanding of the nature of science by prospective secondary science teachers Science Education, 52, 358-363.

Cobb, P. (1994). Where is the mind? Constructivist and socioculturall perspectives on mathetical development. Educational Researcher, 23, 13-20.

Craven, J. A., Hand, B., & Prain, V. (2002). Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science Education, 24(8), 785-802.

Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of the nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.

Driver, R., Leach, J., Miller, A., & Scott, P. (1996). Young people images of science. Pennsylvania: Open University Press.

Grandin, R. G. (2006). Following Vygotsky to a learner centered school. Engllish: Post Pressed.

Haidar, A. H. (1999). Emirates pre-service and in-service teachers' views about the nature of science. International Journal of Science Education, 21(8), 807-822.

Institute for the Promotion of Teaching Science and Technology. (2002). National Science Curriculum Standards. Bangkok: Institute for the Promotion of Teaching Science and Technolgy.

Iqbal, H., Azam, S., & Rana, R. A. (2009). Secondary school science teachers' views about the 'nature of science'. Bulletin of Education and Research, 31(2), 29-44.

Kerlinger, F. N. (1986). Foundations of behavioral research (3rd ed.). New York: Holt, Rinehart and Winston. King, B. (1991). Beginning teachers' knowledge of and attitudes toward history and philosophy of science. Science Education, 75, 135-141.

Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.

Lunn, S. (2002). 'What we think we can safely say...': Primary teachers' views of the nature of science. British Educational Research Journal, 28 (5), 649-672.

McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies. Netherlands: Kluwer Academic Publishers.

McComas, W. F. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science and Education, 17, 249-263.

McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies. Netherlands: Kluwer Academic Publishers.

Mellado, V. (1997). Preservice teachers' classroom practice and their conceptions of the nature of science. Science & Education, 6, 331-354.

Meyer, X., & Crowford, B. A. (2011). Teaching science as a culturalll way of knowing: merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education, 6, 525-547.

Ministry of Education. (2001). Basic Education Curriculum B.E. 2544. Bangkok: The Printing House of Express Transportation Organization of Thailand.

Office of the Education Council. (2002). National Education Act B.E. 2542 (1999) and Amendments (Second National Education Act B.E. 2545 (2002)). Bangkok: Office of the Education Council.

Ogunniyi, M. B. (1982). An analysis of prospective science teacher's understanding of the nature of science. Journal of Research in Science Teaching, 19(1), 25-32.

Palmquist, B. C., & Finley, F. N. (1997). Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34(6), 595-615.

Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary teachers, and elementary teachers. Science Education, 77(3), 261-278.

Rampal, A. (1992). Images of science and scientists: A study of school teachers' views of characteristics of scientists. Science Education, 76(4), 415-436.

Rubba, P. A., & Harkness, W. L. (1993). Examination of preservice and in-service secondary science teachers' beliefs about science-teachnology-society interactions. Science Education, 77(4), 407-431.

Sarkar, M. A., & Gomes, J. J. (2010). Science teachers' conceptions of nature of science: The case of Bangladesh. Asia-Pacific Forum on Science Learning and Teaching, 11(1), 1-17.

Sonleitner, F. (1989). Theories, laws and all that. Newsletter, 9, 3-4.

Tairab, H. H. (2001). How do pre-service and in-service science teachers view the nature of science and technology? Research in Science and Technological Education, 19 (2), 235-250.

Urhahne, D., Kremer, K., & Mayer, J. (2011). Conceptions of the nature of science--Are they general or context specific. International Journal of Science and Mathematics Education, 9, 707-730.

 


Copyright (C) 2014 HKIEd APFSLT. Volume 15, Issue 1, Article 1 (Jun., 2014). All Rights Reserved.