Conceptual change in understanding the nature of science learning: an interpretive phenomenological analysis.
This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Counci...
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| Online Access: | http://hdl.handle.net/2047/D20193633 |