Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 3 Sayı: 1, 1 - 15, 01.07.2017
https://doi.org/10.12973/ijem.3.1.1

Öz

Kaynakça

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford Press.
  • Ansberry, K., & Morgan, E. (2010). Picture-perfect science lessons: Using children’s books to guide inquiry, 3-6 (Expanded 2nd ed.). Arlington, VA: NSTA press.
  • Asghar, A., Wiles, J. R., & Alters, B. (2007). Canadian pre-service elementary teachers’ conceptions of biological evolution and evolution education. McGill Journal of Education, 42(2), 189-209.
  • Beardsley, P. M., Bloom, M. V., & Wise, S. B. (2012). Challenges and opportunities for teaching and designing effective K-12 evolution curricula. In K. S. Rosengren, S. K. Brem, M. E. Evans, & G. M. Sinatra (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (p. 287-310). New York: Oxford University Press.
  • Belin, C. M., & Kisida, B. (2015). Science standards, science achievement, and attitudes about evolution. Educational Policy, 29, 1053-1075.
  • Berkman, M. B., & Plutzer, E. (2011). Defending evolution in the courtroom, but not in the classroom. Science, 331, 404-405.
  • Berkman, M. B., & Plutzer, E. (2015). Enablers of doubt: How future teacher learn to negotiate the evolution wars in their classrooms. The Annals of the American Academy of Political and Social Science, 658, 253-270. doi:10.1177/0002716214557783
  • Binns, I. C. (2013). Academic freedom legislation: The latest effort to undermine the integrity of science and science education. Journal of Science Teacher Education, 24, 589-595. doi:10.1007/s10972-013-9350-3
  • Binns, I. C., & Bloom, M. A. (2017). Using nature of science to mitigate tension in teaching evolution. In C. D. Lynn, A. L. Glaze, W. A. Evans, and L. K. Reed (Eds.), Evolution and education in the American south: Culture, politics, and resources in and around Alabama (pp. 135-146). New York: Palgrave Macmillan Publishing.
  • Blank, L. M., & Anderson, H. O. (1997). Teaching evolution: Coming to a classroom near you? Reports of the National Center for Science Education, 17(3), 10-13.
  • Bloom, J. W. (1989). Preservice elementary teachers’ conceptions of science: Science, theories and evolution. International Journal of Science Education, 11, 401-415.
  • Bloom, M. A. (2008). The effect of a professional development intervention on inservice science teachers’ conceptions of nature of science. (Unpublished doctoral dissertation).
  • Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizing nature of science with documentary films. International Journal of Environmental and Science Education, 10, 405-428.
  • Bloom, M. A., & Weinburgh, M. H. (2007). Why all middle school teachers should know the nature of science. Association for Childhood Education International – Focus on Middle School, 20(2), 1-5.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Carlesen, W. S. (1991). Effects of new biology teachers’ subject-matter knowledge on curricular planning. Science Education, 75, 631–647.
  • Cothron, J. H., Giese, R. N., & Rezba, R. J. (2006). Students and research: Practical strategies for science classrooms and competitions (4th ed.). Dubuque, IA: Kendall/Hunt Publishing Company.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. American Biology Teacher, 35(3), 125-129.
  • Donnelly, L. & Akerson, V. (2008, March). High school biology students’ evolution learning experiences. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, Maryland.
  • Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D. C.: The National Academies Press.
  • Emmons, N. A., & Kelemen, D. A. (2015). Young children’s acceptance of within-species variation: Implications for essentialism and teaching evolution. Journal of Experimental Child Psychology, 139, 148-160.
  • Fail, J., Jr. (2008). A no-holds-barred evolution curriculum for elementary and junior high school students. Evolution: Education and Outreach, 1, 56-64.
  • Fowler, S. R., & Meisels, G. G. (2010). Florida teachers’ attitudes about teaching evolution. The American Biology Teacher, 72(2), 96–99.
  • Glaze, A. L., & Goldston, M. J. (2015). U.S. science teaching and learning of evolution: A critical review of the literature 2000-2014. Science Education, 99, 500-518. doi:10.1002/sce.21158
  • Glaze, A. L., Goldston, M. J., & Dantzler, J. (2015). Evolution in the southeastern USA: Factors influencing acceptance and rejection in pre-service science teachers. International Journal of Science and Mathematics Education, 13, 1189-1209.
  • Glazer, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.
  • Hermann, R. (2008). Evolution as a controversial issue: A review of instructional approaches. Science & Education, 17, 1011-1032.
  • Hermann, R. (2011). Breaking the cycle of continued evolution education controversy: On the need to strengthen elementary level teaching of evolution. Evolution: Education and Outreach, 4, 267-274.
  • Hermann, R. (2013). High school biology teachers’ views on teaching evolution: Implications for science teacher educators. Journal of Science Teacher Education, 24, 597-616.
  • Kelemen, D., Emmons, N. A., Schillaci, R. S., & Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25, 893-902. doi:10.1177/0956797613516009
  • Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II) (pp. 600-620). New York: Routledge.
  • Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Educational Research Journal, 41, 635-679.
  • Levesque, P. J., & Guillaume, A. M. (2010). Teachers, evolution, and religion: No resolution in sight. Review of Religious Research, 51, 349-365.
  • Liu, D. W. C. (2012). Science denial and the science classroom. CBE Life Sci Edu 11(2), 129-134.
  • Lombrozo, T., Thanukos, A. & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1, 290-298.
  • Losh, S. C., & Nzekwe, B. (2011). Creatures in the classroom: Preservice teacher beliefs about fantastic beasts, magic, extraterrestrials, evolution and creationism. Science & Education, 20, 473-489. doi:10.1007/s11191-010-9268-5
  • Marini, Z., & Case, R. (1994). The development of abstract reasoning about the physical and social world. Child Development, 65, 147–59.
  • Matzke, N. J. (2010). The evolution of creationist movements. Evolution: Education and Outreach, 3, 145-162. doi:10.1007/s12052-010-0233-1
  • McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Miller, J. D., Scott, E. C., & Okamota, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
  • Miller, K. R. (2008). Only a theory: Evolution and the battle for America’s soul. New York: Viking.
  • Nadelson, L. S., & Nadelson, S. (2010). K-8 educators’ perceptions and preparedness for teaching evolution topics. Journal of Science Teacher Education, 21, 843-858. doi:10.1007/s10972-009-9171-6
  • Nadelson, L., Culp, R., Bunn, S., Burkhart, R., Shetlar, R., Nixon, K., & Waldron, J. (2009).Teaching evolution concepts to early elementary school students. Evolution: Education and Outreach, 2, 458–73.
  • National Academy of Sciences. (1998). Teaching about evolution and the nature of science. Washington, D. C.: The National Academy Press.
  • National Academy of Sciences & Institute of Medicine. (2008). Science, evolution, and creationism. Washington, D. C.: The National Academy Press.
  • National Research Council. (1996). National science education standards. Washington, D. C.: National Academies Press.
  • Nehm, R. H., Kim, S. Y., & Sheppard, K. (2009). Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. Science Education, 93, 1122–1146.
  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18, 699-723.
  • Newport, F. (2014, June 2). In U.S., 42% believe creationist view of human origins. Gallup, retrieved from http://www.gallup.com/
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, D.C.: National Academies Press.
  • Pew Research Center. (2013, December). Public’s views on human evolution. Retrieved from http://www.pewforum.org
  • Pobiner, B. (2016). Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities. Yearbook of Physical Anthropology, 159, 232-274. doi:10.1002/ajpa.22910
  • Popper, K. (1959). The logic of scientific discovery. New York: Basic Books.
  • Rice, D. C., & Kaya, S. (2012). Exploring relations among preservice elementary teachers’ ideas about evolution, understanding of relevant science concepts, and college science coursework. Research in Science Education, 42, 165-179. doi:10.1007/s11165-010-9193-2
  • Rutledge, M. L., & Warden, M. A. (1999). The development and validation of the measure of acceptance of evolutionary theory instrument. School Science and Mathematics, 99, 13-18.
  • Rutledge, M. L., & Warden, M. A. (2000). Evolutionary theory, the nature of science & high school biology teachers: Critical relationships. The American Biology Teacher, 62, 23-31.
  • Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education, 16, 27-41.
  • Scott, E. C. (2009). Evolution vs. creationism: An introduction (2nd ed.). Westport, CT: Greenwood Press.
  • Sickel, A. J., & Friedrichsen, P. (2013). Examining the evolution education literature with a focus on teachers: Major findings, goals for teacher preparation, and directions for future research. Evolution: Education and Outreach, 6(23). doi:10.1186/1936-6434-6-23
  • Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • Swift, A. (2017, May 22). In U.S., belief in creationist view of humans at new low. Gallup, retrieved from http://www.gallup.com/
  • Tatina, R. (1989). South Dakota high school biology teachers and the teaching of evolution and creationism. The American Biology Teacher, 51, 275–280.
  • University of California Museum of Paleontology. (2015). Understanding evolution. Retrieved from http://evolution.berkeley.edu
  • Zuzovsky, R. (1994). Conceptualizing a teaching experience on the development of the idea of evolution: An epistemological approach to the education of science teachers. Journal of Research in Science Teaching, 31, 557–574.

Distinguishing Science from Non-Science: Preservice Elementary Teachers’ Perspectives on Evolution, Creationism, and Intelligent Design

Yıl 2017, Cilt: 3 Sayı: 1, 1 - 15, 01.07.2017
https://doi.org/10.12973/ijem.3.1.1

Öz

Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.

Kaynakça

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford Press.
  • Ansberry, K., & Morgan, E. (2010). Picture-perfect science lessons: Using children’s books to guide inquiry, 3-6 (Expanded 2nd ed.). Arlington, VA: NSTA press.
  • Asghar, A., Wiles, J. R., & Alters, B. (2007). Canadian pre-service elementary teachers’ conceptions of biological evolution and evolution education. McGill Journal of Education, 42(2), 189-209.
  • Beardsley, P. M., Bloom, M. V., & Wise, S. B. (2012). Challenges and opportunities for teaching and designing effective K-12 evolution curricula. In K. S. Rosengren, S. K. Brem, M. E. Evans, & G. M. Sinatra (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (p. 287-310). New York: Oxford University Press.
  • Belin, C. M., & Kisida, B. (2015). Science standards, science achievement, and attitudes about evolution. Educational Policy, 29, 1053-1075.
  • Berkman, M. B., & Plutzer, E. (2011). Defending evolution in the courtroom, but not in the classroom. Science, 331, 404-405.
  • Berkman, M. B., & Plutzer, E. (2015). Enablers of doubt: How future teacher learn to negotiate the evolution wars in their classrooms. The Annals of the American Academy of Political and Social Science, 658, 253-270. doi:10.1177/0002716214557783
  • Binns, I. C. (2013). Academic freedom legislation: The latest effort to undermine the integrity of science and science education. Journal of Science Teacher Education, 24, 589-595. doi:10.1007/s10972-013-9350-3
  • Binns, I. C., & Bloom, M. A. (2017). Using nature of science to mitigate tension in teaching evolution. In C. D. Lynn, A. L. Glaze, W. A. Evans, and L. K. Reed (Eds.), Evolution and education in the American south: Culture, politics, and resources in and around Alabama (pp. 135-146). New York: Palgrave Macmillan Publishing.
  • Blank, L. M., & Anderson, H. O. (1997). Teaching evolution: Coming to a classroom near you? Reports of the National Center for Science Education, 17(3), 10-13.
  • Bloom, J. W. (1989). Preservice elementary teachers’ conceptions of science: Science, theories and evolution. International Journal of Science Education, 11, 401-415.
  • Bloom, M. A. (2008). The effect of a professional development intervention on inservice science teachers’ conceptions of nature of science. (Unpublished doctoral dissertation).
  • Bloom, M. A., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizing nature of science with documentary films. International Journal of Environmental and Science Education, 10, 405-428.
  • Bloom, M. A., & Weinburgh, M. H. (2007). Why all middle school teachers should know the nature of science. Association for Childhood Education International – Focus on Middle School, 20(2), 1-5.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Carlesen, W. S. (1991). Effects of new biology teachers’ subject-matter knowledge on curricular planning. Science Education, 75, 631–647.
  • Cothron, J. H., Giese, R. N., & Rezba, R. J. (2006). Students and research: Practical strategies for science classrooms and competitions (4th ed.). Dubuque, IA: Kendall/Hunt Publishing Company.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. American Biology Teacher, 35(3), 125-129.
  • Donnelly, L. & Akerson, V. (2008, March). High school biology students’ evolution learning experiences. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, Maryland.
  • Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D. C.: The National Academies Press.
  • Emmons, N. A., & Kelemen, D. A. (2015). Young children’s acceptance of within-species variation: Implications for essentialism and teaching evolution. Journal of Experimental Child Psychology, 139, 148-160.
  • Fail, J., Jr. (2008). A no-holds-barred evolution curriculum for elementary and junior high school students. Evolution: Education and Outreach, 1, 56-64.
  • Fowler, S. R., & Meisels, G. G. (2010). Florida teachers’ attitudes about teaching evolution. The American Biology Teacher, 72(2), 96–99.
  • Glaze, A. L., & Goldston, M. J. (2015). U.S. science teaching and learning of evolution: A critical review of the literature 2000-2014. Science Education, 99, 500-518. doi:10.1002/sce.21158
  • Glaze, A. L., Goldston, M. J., & Dantzler, J. (2015). Evolution in the southeastern USA: Factors influencing acceptance and rejection in pre-service science teachers. International Journal of Science and Mathematics Education, 13, 1189-1209.
  • Glazer, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.
  • Hermann, R. (2008). Evolution as a controversial issue: A review of instructional approaches. Science & Education, 17, 1011-1032.
  • Hermann, R. (2011). Breaking the cycle of continued evolution education controversy: On the need to strengthen elementary level teaching of evolution. Evolution: Education and Outreach, 4, 267-274.
  • Hermann, R. (2013). High school biology teachers’ views on teaching evolution: Implications for science teacher educators. Journal of Science Teacher Education, 24, 597-616.
  • Kelemen, D., Emmons, N. A., Schillaci, R. S., & Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25, 893-902. doi:10.1177/0956797613516009
  • Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II) (pp. 600-620). New York: Routledge.
  • Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Educational Research Journal, 41, 635-679.
  • Levesque, P. J., & Guillaume, A. M. (2010). Teachers, evolution, and religion: No resolution in sight. Review of Religious Research, 51, 349-365.
  • Liu, D. W. C. (2012). Science denial and the science classroom. CBE Life Sci Edu 11(2), 129-134.
  • Lombrozo, T., Thanukos, A. & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1, 290-298.
  • Losh, S. C., & Nzekwe, B. (2011). Creatures in the classroom: Preservice teacher beliefs about fantastic beasts, magic, extraterrestrials, evolution and creationism. Science & Education, 20, 473-489. doi:10.1007/s11191-010-9268-5
  • Marini, Z., & Case, R. (1994). The development of abstract reasoning about the physical and social world. Child Development, 65, 147–59.
  • Matzke, N. J. (2010). The evolution of creationist movements. Evolution: Education and Outreach, 3, 145-162. doi:10.1007/s12052-010-0233-1
  • McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Miller, J. D., Scott, E. C., & Okamota, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
  • Miller, K. R. (2008). Only a theory: Evolution and the battle for America’s soul. New York: Viking.
  • Nadelson, L. S., & Nadelson, S. (2010). K-8 educators’ perceptions and preparedness for teaching evolution topics. Journal of Science Teacher Education, 21, 843-858. doi:10.1007/s10972-009-9171-6
  • Nadelson, L., Culp, R., Bunn, S., Burkhart, R., Shetlar, R., Nixon, K., & Waldron, J. (2009).Teaching evolution concepts to early elementary school students. Evolution: Education and Outreach, 2, 458–73.
  • National Academy of Sciences. (1998). Teaching about evolution and the nature of science. Washington, D. C.: The National Academy Press.
  • National Academy of Sciences & Institute of Medicine. (2008). Science, evolution, and creationism. Washington, D. C.: The National Academy Press.
  • National Research Council. (1996). National science education standards. Washington, D. C.: National Academies Press.
  • Nehm, R. H., Kim, S. Y., & Sheppard, K. (2009). Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. Science Education, 93, 1122–1146.
  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18, 699-723.
  • Newport, F. (2014, June 2). In U.S., 42% believe creationist view of human origins. Gallup, retrieved from http://www.gallup.com/
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, D.C.: National Academies Press.
  • Pew Research Center. (2013, December). Public’s views on human evolution. Retrieved from http://www.pewforum.org
  • Pobiner, B. (2016). Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities. Yearbook of Physical Anthropology, 159, 232-274. doi:10.1002/ajpa.22910
  • Popper, K. (1959). The logic of scientific discovery. New York: Basic Books.
  • Rice, D. C., & Kaya, S. (2012). Exploring relations among preservice elementary teachers’ ideas about evolution, understanding of relevant science concepts, and college science coursework. Research in Science Education, 42, 165-179. doi:10.1007/s11165-010-9193-2
  • Rutledge, M. L., & Warden, M. A. (1999). The development and validation of the measure of acceptance of evolutionary theory instrument. School Science and Mathematics, 99, 13-18.
  • Rutledge, M. L., & Warden, M. A. (2000). Evolutionary theory, the nature of science & high school biology teachers: Critical relationships. The American Biology Teacher, 62, 23-31.
  • Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education, 16, 27-41.
  • Scott, E. C. (2009). Evolution vs. creationism: An introduction (2nd ed.). Westport, CT: Greenwood Press.
  • Sickel, A. J., & Friedrichsen, P. (2013). Examining the evolution education literature with a focus on teachers: Major findings, goals for teacher preparation, and directions for future research. Evolution: Education and Outreach, 6(23). doi:10.1186/1936-6434-6-23
  • Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • Swift, A. (2017, May 22). In U.S., belief in creationist view of humans at new low. Gallup, retrieved from http://www.gallup.com/
  • Tatina, R. (1989). South Dakota high school biology teachers and the teaching of evolution and creationism. The American Biology Teacher, 51, 275–280.
  • University of California Museum of Paleontology. (2015). Understanding evolution. Retrieved from http://evolution.berkeley.edu
  • Zuzovsky, R. (1994). Conceptualizing a teaching experience on the development of the idea of evolution: An epistemological approach to the education of science teachers. Journal of Research in Science Teaching, 31, 557–574.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA44FM93TV
Bölüm Araştırma Makalesi
Yazarlar

İan C. Binns Bu kişi benim

Mark A. Bloom Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 3 Sayı: 1

Kaynak Göster

APA Binns, İ. C., & Bloom, M. A. (2017). Distinguishing Science from Non-Science: Preservice Elementary Teachers’ Perspectives on Evolution, Creationism, and Intelligent Design. International Journal of Educational Methodology, 3(1), 1-15. https://doi.org/10.12973/ijem.3.1.1