| dc.creator |
João Batista Siqueira Harres |
|
| dc.date |
1999-09-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:08:06Z |
|
| dc.date.available |
2015-07-20T22:08:06Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/f131002c09aa4056b63d653911083ace |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/11741 |
|
| dc.description |
This paper, as part of a more comprehensive investigation (Harres, 199a), shows the ‘state of art’ that has been developed out of the Brazilian context, in the conceptions of the nature of science – CNC. In addition to other studies we synthetize three important previous reviews (Ledermann, 1992; Koulaidis and Ogborn, 1989; Porlán and Rivero, 1998) comparing them to other more recent results and stressing out the implications of these results to science teaching. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID53/v4_n3_a1999.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 4, Iss 3, Pp 197-211 (1999) |
|
| dc.subject |
teacher’s conceptions |
|
| dc.subject |
nature of science |
|
| dc.subject |
science education |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
A review of research on teacher’s conceptions about the nature of science and their implications for teaching |
|
| dc.type |
article |
|