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A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks
Authors:Fouad Abd‐El‐Khalick  John Y Myers  Ryan Summers  Jeanne Brunner  Noemi Waight  Nader Wahbeh  Ava A Zeineddin  Jeremy Belarmino
Institution:1. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;2. Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana‐Champaign, Champaign, Illinois;3. Department of Teaching and Learning, University of North Dakota, Grand Forks, North Dakota;4. Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst, Amherst, Massachusetts;5. Department of Teaching and Learning, University at Buffalo, Buffalo, New York;6. Qattan Center for Educational Research and Development, Ramallah, Palestine;7. Education Policy, Organization and Leadership, University of Illinois at Urbana‐Champaign, Champaign, Illinois
Abstract:
Keywords:nature of science  science textbooks  secondary science
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