Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Barriers | 1 |
| Context Effect | 1 |
| Cultural Relevance | 1 |
| Doctoral Students | 1 |
| Educational Resources | 1 |
| Evaluation Methods | 1 |
| Influences | 1 |
| Knowledge Level | 1 |
| Persistence | 1 |
| Professional Identity | 1 |
| Science Curriculum | 1 |
| More ▼ | |
Source
| International Journal of… | 1 |
Author
| Akerson, Valarie | 1 |
| Ariyaratne, Tulana | 1 |
| Cesljarev, Claire | 1 |
| Liu, Conghui | 1 |
| McClain, Jessica | 1 |
| Phillips, Andrea | 1 |
| Rahman, Shukufe | 1 |
| Zhong, Qiu | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textPhillips, Andrea; Rahman, Shukufe; Zhong, Qiu; Cesljarev, Claire; Liu, Conghui; Ariyaratne, Tulana; McClain, Jessica; Akerson, Valarie – International Journal of Research in Education and Science, 2022
Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed…
Descriptors: Scientific Principles, Doctoral Students, Science Teachers, Teacher Educators
