International Association of Educators   |  ISSN: 1554-5210

International Journal of Progressive Education 2015, Vol. 11(1) 113-131

The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers’ Views of Nature of Science

Canay Pekbay, & Serkan Yilmaz


Related Articles
An Examination of the Documentary Film “Einstein and Eddington” in terms of Nature of Science Themes, Philosophical Movements, and Concepts

Munise Seçkin Kapucu
Volume 12 Issue 2

Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice

Hüseyin Kotaman
Volume 12 Issue 1

Investigation of the Secondary School Students’ Images of Scientists

Abuzer Akgün
Volume 12 Issue 1

Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching

Martina Riedler & Mustafa Yunus Eryaman
Volume 12 Issue 3

Turkish Version of Students’ Ideas about Nature of Science Questionnaire: A Validation Study

Mustafa Cansız, Nurcan Cansız, Yasemin Tas & Sundus Yerdelen
Volume 13 Issue 1

Becoming a mathematics teacher: the role of professional identity

Hatice Akkoç & Sibel Yeşildere-İmre
Volume 13 Issue 2

War, Peace and Peace Education: Experiences and Perspectives of Pre-service Teachers

Omur Gurdogan-Bayır & Mahmut Bozkurt
Volume 14 Issue 1

Pre-Service Elementary Mathematics Teachers' Specialized Content Knowledge: The Case of Integer Addition and Subtraction

Ali Sabri İpek
Volume 14 Issue 4

Foreign Language Teacher Education: School Placements as a Source of Knowledge about Parents as Partners in the Educational Process

Anna Bąk-Srednicka
Volume 14 Issue 6

A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears

Zehra Keser Ozmantar
Volume 15 Issue 1