References
- 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 https://doi.org/10.1080/09500690050044044
- Achinstein, P. (1991). Particles and waves: Historical essays in the philosophy of science. New York: Oxford University Press
- Blanco, R. & Niaz, M. (1998). Baroque Tower on a Gothic Base: A Lakatosian Reconstruction of Students' and Teachers' Understanding of Structure of the Atom. Science and Education, 7, 327-360 https://doi.org/10.1023/A:1008641112709
- Burbules, N.C., & Linn, M.C. (1991). Science education and philosophy of science: Congruence of contradiction? International Journal of Science Education, 13, 227-241 https://doi.org/10.1080/0950069910130302
- Casti, J. L. (1989). Paradigms lost: Images of man in the mirror of science. New York, NY: Morrow
- Coxhead, P., & Whitfiel, R.C. (1975). Science understanding measure: Test manual. Birmingham: University of Aston
- Driver, R. & Easley, J. (1978). Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 10, 37-60 https://doi.org/10.1080/03057268308559904
- Duschl, R.A., & Gitomer, D.H. (1991). Epistemological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching, 28, 839-858 https://doi.org/10.1002/tea.3660280909
- Eichinger, D.C., Abell, S.K. & Dagher, Z.R.( 1997). Developing a Graduate Level Science Education Course on the Nature of Science. Science & Education, 6, 417-429 https://doi.org/10.1023/A:1008673508960
- Gilbert, J.K., & Swift, D.J. (1985). Toward a Lakatosian analysis of the Piagetian and alternative conceptions research programs. Science Education, 69, 681-696 https://doi.org/10.1002/sce.3730690510
- Hodson, D. (1993). Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: some preliminary findings. Interchange, 24, 41-52 https://doi.org/10.1007/BF01447339
- Justi, R., & Gilbert, J. (2000). History and philosophy of science through models: some challenges in the case of 'the atom'. International Journal of Science Education, 22(9), 993-1009 https://doi.org/10.1080/095006900416875
- Kang, S., Scharmann, L.C., & Noh, T. (2004). Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89, 314-334 https://doi.org/10.1002/sce.20053
- Kuhn, T.S. (1970). The structure of scientific revolution. (3rd ed). Chicago: University of Chicago Press
- Kitchener, R.F. (1987). Genetic epistemology, equilibration and the rationality of scientific change, Studies in History and Philosophy of Science, 18, 339-366 https://doi.org/10.1016/0039-3681(87)90024-0
- Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-195). Cambridge, UK: Cambridge University Press
- 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, 331-359 https://doi.org/10.1002/tea.3660290404
- Lederman, N.G. & O'Malley, M. (1990). Students perceptions of tentativeness in science: development, use, and sources of change. Science Education, 74, 225-239 https://doi.org/10.1002/sce.3730740207
- Lederman, N. G., & Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521 https://doi.org/10.1002/tea.10034
- Matkins, J.J., Bell, R., Irving, K. & McNall, R.(2002). Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science, Paper presented at the Annual International Conference of the Association for the Education of Teachers in Science. Charlotte, NC, January 10-13, 2002
- McComas, W.F., Clough, M.P. & Almazroa, H. (1998). The role and character of the nature of sCIence in science education. In McComas, W.F.(Eds.), The Nature of Science in Science Education: Rationales and Strategies(pp.3-36). Dordrecht: Kluwer Academic Publishers
- National Research Council. (1996). National science education standards. Washington, DC: National Academic Press
- Niaz, M. (1993). Competing Research Programs in Science Education: A Lakatosian Interpretation. Interchange, 24, 181-190 https://doi.org/10.1007/BF01447347
- Niaz, M. (1994). Enhancing thinking skills: Domain specific/domain general strategies-A dilemma for science education, Instructional Science, 22, 413-422 https://doi.org/10.1007/BF00897976
- Niaz, M. (1995). Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A Lakatosian interpretation. Science Education, 79(1), 19-36 https://doi.org/10.1002/sce.3730790103
- Niaz, M. (1998). A Lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium. Science & Education, 7, 107-127 https://doi.org/10.1023/A:1008671632536
- Niaz, M., Aguilera, D., Maza, A., & Liendo, G. (2002). Argumnts, contradictions, resistances, and conceptual change in students' understanding of atomic structure. Science Education, 86(4), 505-525 https://doi.org/10.1002/sce.10035
- Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual change. Science Education, 66, 211-227 https://doi.org/10.1002/sce.3730660207
- Rowell, J.A., & Cawthron, E.R. (1982). Images of science: An empirical study. European Journal of Science Education, 4, 79-94 https://doi.org/10.1080/0140528820040109
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching, Educational researcher, 15, 4-14
- Solomon, J., Duveen, J., Scott, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29, 409-421 https://doi.org/10.1002/tea.3660290408
- von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching, Synthese, 80, 121-140 https://doi.org/10.1007/BF00869951