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Erin Peters Burton
The purpose was to examine NOS knowledge and pedagogical content knowledge about NOS of in-service secondary science teachers. Data sources included Views of Science and Education scale, lesson plans with rationales for choices, examples of student work products, videotapes of lesson peer reviews, and interviews conducted after the experience. Teachers scored significantly higher on several aspects of NOS knowledge and on one aspect of attitudes toward teaching NOS on the VOSE. Scaffolded NOS professional development with analysis of student work products resulted in NOS lessons that had a higher level of inquiry, and deliberate explicit and reflective instruction.
Teaching and Teacher Education: Volume 29, Issue 1, Pages 156-166
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=14019">Peters Burton, Erin. "Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers." Teaching Teacher Education. 29, no. 1, (September 24, 2012): 156-166.</a>
AIP Format
E. Peters Burton, , Teaching Teacher Education 29 (1), 156 (2012), WWW Document, (https://doi.org/10.1016/j.tate.2012.09.005).
AJP/PRST-PER
E. Peters Burton, Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers, Teaching Teacher Education 29 (1), 156 (2012), <https://doi.org/10.1016/j.tate.2012.09.005>.
APA Format
Peters Burton, E. (2012, September 24). Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers. Teaching Teacher Education, 29(1), 156-166. Retrieved April 19, 2024, from https://doi.org/10.1016/j.tate.2012.09.005
Chicago Format
Peters Burton, Erin. "Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers." Teaching Teacher Education. 29, no. 1, (September 24, 2012): 156-166, https://doi.org/10.1016/j.tate.2012.09.005 (accessed 19 April 2024).
MLA Format
Peters Burton, Erin. "Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers." Teaching Teacher Education 29.1 (2012): 156-166. 19 Apr. 2024 <https://doi.org/10.1016/j.tate.2012.09.005>.
BibTeX Export Format
@article{
Author = "Erin Peters Burton",
Title = {Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers},
Journal = {Teaching Teacher Education},
Volume = {29},
Number = {1},
Pages = {156-166},
Month = {September},
Year = {2012}
}
Refer Export Format
%A Erin Peters Burton %T Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers %J Teaching Teacher Education %V 29 %N 1 %D September 24, 2012 %P 156-166 %U https://doi.org/10.1016/j.tate.2012.09.005 %O application/pdf
EndNote Export Format
%0 Journal Article %A Peters Burton, Erin %D September 24, 2012 %T Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers %J Teaching Teacher Education %V 29 %N 1 %P 156-166 %8 September 24, 2012 %U https://doi.org/10.1016/j.tate.2012.09.005 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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