Page 77 - สัมมนาหลักสูตร และ การเรียนการสอนวิทยาศาสตร์
P. 77
การเรียนรู้ธรรมชาติของวิทยาศาสตร์ 7-67
Bell, R.L. (2008). Teaching the nature of science through process skills: Activities for grades 3-8.
New York: Allyn & Bacon/Longman.
Bell, R.L., and Lederman, N.G. (2003). Understanding of the Nature of Science and Decision
Making on Science and Technology based Issues. Science Education, 87, 352–377.
Burns T.W., O’Connor D.J., and Stocklmayer, S.M. (2003). Science Communication: A Contempo-
rary Definition. Public Understanding of Science, 12 (183): 183-202.
Bybee et al. (1991). Integrating the History and Nature of Science and Technology in Science and
Social Studies Curriculum. Science Education, 75 (1): 143 -155.
Bybee, R. (2000). Teaching science as inquiry. In J. Minstrell & E. van Zee (eds.), Inquiring into
inquiry learning and teaching in science. Washington, DC: American Association for the
Advancement of Science.
Carpi, A and Egger, A. (2009). Scientists and the Scientific Community. Vision learning, Vol.
POS-2 (6).
Collette, A.T. and Chiappetta, E.L. (1994). Science Instruction in the Middle and Secondary Schools,
(3rd ed.). New York: Merrill.
Cotham, J. and Smith, E. (1981). Development and validation of the conceptions of scientific
theories test. Journal of Research in Science Teaching, 18(5): 387-396.
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal
of Research in Science Teaching, 37: 916–937.
Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young people’s images of science. Philadelphia:
Open University Press.
Hanauer et al. (2009). Active Assessment: Assessing Scientific Inquiry (Mentoring in Academia
and Industry) Chapter 2: Conceptualizing Scientific Inquiry. New York, NY: Springer.
Hodson, D. (1985). Philosophy of Science, Science and Science Education. Studies in Science
Education, 12: 25-57, Taylor & Francis Group.
Hoyningen–Huene, P. (2008). Thomas Kuhn and the Chemical Revolution.Foundations of Chemistry.
10: 101–115.
Lederman et al. (2014). Meaningful Assessment of Learners’ Understandings about Scientific In-
quiry-The Views about Scientific Inquiry (VASI) Questionnaire. Journal of Research in
Science Teaching, 51 (1): 65–83.
Lederman, J.S. (2009). Teaching scientific inquiry: Exploration, directed, guided, and open-ended
levels. In National Geographic Science: Best Practices and Research Base (pp. 8-20).
Hapton-Brown.
Lederman, N.G. (1999). Teachers’ understanding of the nature of science and classroom practice:
Factors that facilitate or impede the relationship. Journal of Research in Science Teaching,
36: 916-929.

