The Unscientific Science Education

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2. Chen, Sufen. (2001). Prospective teachers’ view on the nature of science and science teaching. Unpublished Doctoral Dissertation, Indiana University.

Coil, David, Wenderoth, M., Cunningham, M., Dirks, C. (2010).  Teaching the process of science: Faculty perceptions and an effective methodology. CBE—Life Sciences Education, 9, 524–535.

1. Dikmentepe, E., & Yakar, Z. (2016). Preservice science teachers’ views on science-technology-society. International Journal of Higher Education 5(2), 183-195.
2. Dogan, N. Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45 (10), 1083-1112.
3. Dursun, B. & Özmen, N. (2018). Science preservice teachers’ views on nature of science and technology. Journal of Educational Sciences Research, 8 (1), 37-53.
4. Erdoğan, R. (2004). Investigation of the preservice science teachers’ views on nature of science (Unpublished Master’s thesis). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara.
5. Halai, N., McNicholl, J. (2004). Teachers’ conceptions of the nature of science: A comparative study from Pakistan and UK. School Science Review, 86(314), 93-100.
6. Karakas, M. (2008). A study of undergraduate students’ perceptions about nature of science. Bulgarian Journal of Science and Education Policy, 2(2), 233-249.
7. Khaldi, Mousa M. M. (2010). An exploratory study of Palestinian science teachers views of the nature of science. Unpublished doctoral dissertation, The University of Nottingham, UK.

10. Koc, Isil. (2009). In-service science teachers' views about the nature of science. Journal of Hasan Ali Yücel Faculty of Education, (11), 1-11.

11. Lau, K.C. (2011). Knowledge and skills that science teachers need for teaching the nature of science. Unpublished DoctoralDissertation. University of Leicester. UK.

12. 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.

13. Lieu, S.  (1997). Teacher understanding of  the  nature  of  science  and  its  impact on  students  learning about  the  nature  of  science  in STS/constructivist  classrooms (Unpublished  doctoral dissertation). The University of Iowa, Iowa City, Iowa. USA.

14. Liu, S.  Y., Lederman, N.  G. (2007).  Exploring prospective teachers’ worldviews and conceptions of nature of science. International Journal of Science Education, 29(10), 1281-1307.

15. Mellado, V., Bermejo, M.  L., Blanco, L.  J., Ruiz, C.  (2007).  The classroom  practice  of  a prospective secondary biology teacher and his conceptions of the nature of science and of  teaching  and  learning  science. International Journal of Science and Mathematics Education, 6(1), 37-62.

16. Mintzes, J. J. (2007). Teaching science for understanding at MIT: Engaging the best and the brightest. Journal of Science Education and Technology, 16, (4), 365-368.

17. Murcia, K., Schibeci, R.  (1999). Primary student teachers’ conceptions of the nature of science. International Journal of Science Education, 21(11), 1123-1140.

18. Palmquist, B., Finley F. N. (1997). Preservice teacher’ views of the nature of science during a post baccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595-615.

19. Park, Do-Yong. (2009). Different conceptions about the nature of science among pre-service elementary teachers of two countries.Journal of Elementary Science Education 21 (2), pp. 1-14.

20. Ryan, A. G., Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76(6), 559-580.

21. Tira, Praweena. (2009). Comparing scientists’ views of the nature of science within and across disciplines  and expertise. Unpublished Doctoral Dissertation. Indiana University, USA.    (Thailand)

22. Uma,Ryan.(2019). Investigating the nature of science understanding of pre-service elementary teachers in an integrated physical science course. UnpublishedMaster Thesisin Chemistry, College of Science and Mathematics California State University, Fresno, USA.

23. Wei, Bing, Li, Xiaoxiao. (2017). Exploring science teachers’ perceptions of experimentation: implications for restructuring school practical work. International Journal of Science Education, 39 (13), 1775-1794.  (86 science teachers).

24. Xu, Shan Shan. (2011). Study on chemical pre-service teachers views of nature of science. Unpublished Doctoral Dissertation. Northeast Normal University, People Republic of China.

Resources

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Capps, D. K., & Crawford, B. A. (2012). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 1-30.

Collins, H. (1985). Changing order - replication and induction in scientific knowledge. London : Sage Publications.

Duschl, R.  A., Grandy,  R.  (2013). Two views about explicitly teaching  nature  of  science. Science Education, 22(9), 2109-2139.

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Elnemr, M. (1991b). Science and technology issues in pre-college science textbooks. A paper presented at the third annual conference of the Egyptian council of Curricula and Instruction (ECCI). Alexandria, Egypt: 4-8 August.         

Elnemr, M. (2011). Revolutionizing science education in Egypt. A paper presented at the Fifteenth Conference of Egyptian Society for Science Education (ESSE). On Science Education: A New Thought for New Reality. Cairo: 6-7 September.

Elnemr, M. (2018). Educational Improvement: Mistakes in Diagnosis and Illusions in Treatment. A paper presented at the twenty seventh Conference of Egyptian Society for Science Education (ESSE). Preparing Teachers for Excellence: Cairo: 25-26 June.

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European Commission (2007). Science education now: A renewed pedagogy for the future of Eu‌rope. Brussels: European Commission, Directorate-General for Research.

Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Netherland: Sense Publishers.

Kuhn, T. (1970). The structure of scientific revolutions. Princeton, NJ:  Princeton University Press.

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

Lederman, N., & Lederman, J. (2014). The next generation science standards (NGSS): Implications for preservice and in-service science teacher education. Journal of Science Teacher Education, 25(2), 141-143.

 Millar, R. & Osborn, J. (1998). Beyond 2000 science education for the future. London: King’s College.

 National Academy of Sciences (NAS). (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.

National Association of Biology Teachers (NABT). (1987). scientific integrity: A position statement.

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Quinn, H., Schweingruber, H., & Keller, T. (2012). A framework for K-12 science education: Prac‌tices, crosscutting concepts, and core ideas: National Academies Press

Tolymat, Hala. (2001). Pre-service science teachers’ vision of recent nature of science -an exploratory study. Journal of Science Education, (4) 4, 1-24.