The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Students' and teachers' conceptions of the nature of science: A review of the research
Abstract
The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Falsification and the Methodology of Scientific Research Programmes
Lakatos, I. (1970) · Criticism and the Growth of Knowledge · doi:10.1017/cbo9781139171434.009 · Cited by 4,649
Simberloff, D., Levins, R., & Lewontin, R. (1987) · The Condor · doi:10.2307/1368785 · Cited by 1,387
Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989) · International Journal of Science Education · doi:10.1080/0950069890110504 · Cited by 425
Cited by
Informal reasoning regarding socioscientific issues: A critical review of research
Sadler, T. D. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20009 · Cited by 1,440
Science education: Border crossing into the subculture of science
Aikenhead, G. S. (1996) · Studies in Science Education · doi:10.1080/03057269608560077 · Cited by 1,049
On the Nature of “Context” in Chemical Education
Gilbert, J. K. (2006) · International Journal of Science Education · doi:10.1080/09500690600702470 · Cited by 810
Gauch Jr, H. G. (2002) · doi:10.1017/cbo9780511815034 · Cited by 385
Nadelson, L., Jorcyk, C., Yang, D., Jarratt Smith, M., Matson, S., Cornell, K., & Husting, V. (2014) · School Science and Mathematics · doi:10.1111/ssm.12051 · Cited by 235
Metadata
- Authors
- Lederman, N. G.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 1992-04
- Volume
- 29
- Issue
- 4
- Pages
- 331-359
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2091313400
- Cited by
- 2,169
- References
- 4
- FWCI
- 58.17
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Students' and teachers' conceptions of the nature of science: A review of the research. https://app.cochat.ai/papers/10.1002/tea.3660290404
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- Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.3660290404
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
