Improving science teachers' conceptions of nature of science: a critical review of the literature
F. Abd-El-Khalick, N.G. Lederman 2000 International Journal of Science Education v.22, n.7, p.665-701

In this article, the authors review and assess the effectiveness of various attempts to improve prospective and practicing science teachers' conceptions of the nature of science. They assume that developing an understanding of the nature of science is an affective, rather than a cognitive, learning outcome. They found that employing an explicit approach was most effective in enhancing teachers' understanding.

Subject: Education
Resource Type: Pedagogic Resources:Overview/Summary, Research Results, Journal Article
Research on Learning: Instructional Design, Ways Of Learning:Adult Learners, Affective Domain