The Promotion of Science Teachers’ Understanding about Nature of Scientific Knowledge through Explicit-reflective Workshop

Science teachers worldwide are mandated to teach about nature of science (NOS). To effectively do that, they need an adequate understanding of NOS. This study aims to explore in-service science teachers’ conceptions of nature of scientific knowledge (NOSK) and the effect of an explicit-reflective ap...

The International Journal of Learning: Annual Review

Common Ground Research Networks