Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry von Schwartz, Reneé S., Lederman, Norman G., Crawford, Barbara A.

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"It's the nature of the beast": The influence of knowledge and intentions on learning and teaching nature of science von Schwartz, Reneé S., Lederman, Norman G.

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Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others von Mesci, Gunkut, Schwartz, Renee’ S.

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Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model von Sengul, Ozden, Enderle, Patrick James, Schwartz, Renee S.

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A series of misrepresentations: A response to Allchin's whole approach to assessing nature of science understandings von Schwartz, Reneé S., Lederman, Norman G., Abd-el-Khalick, Fouad

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The Durable, Dynamic Nature of Genre and Science: A Purpose-Driven Typology of Science Trade Books von May, Laura, Crisp, Thomas, Bingham, Gary E., Schwartz, Renée S., Pickens, Mario T., Woodbridge, Kate

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Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs von Krim, Jessica S, Coté, Laleh E, Schwartz, Renée S, Stone, Elisa M, Cleeves, Jessica J, Barry, Kelly J, Burgess, Wilella, Buxner, Sanlyn R, Gerton, Jordan M, Horvath, Lawrence, Keller, John M, Lee, Soon Chun, Locke, Sharon M, Rebar, Bryan M

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Connecting photosynthesis and cellular respiration: Preservice teachers' conceptions von Brown, Mary H., Schwartz, Reneè S.

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Views of Nature of Scientific Inquiry of Students in Different High Schools von Leblebicioğlu, Gülşen, Çapkınoğlu, Esra, Metin Peten, Duygu, Schwartz, Renee' S.

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Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science von Lederman, Norm G., Abd-El-Khalick, Fouad, Bell, Randy L., Schwartz, Renée S.

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Science teachers' use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice von Sengul, Ozden, Enderle, Patrick James, Schwartz, Renee S.

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Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry von Mesci, Günkut, Schwartz, Renee S., Pleasants, Brandy Ann-Skjold

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Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process von Zion, Michal, Schwartz, Renee S., Rimerman-Shmueli, Esther, Adler, Idit

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To what extent does current scientific research and textbook content align? A methodology and case study von Bierema, Andrea M.‐K., Schwartz, Renee S., Gill, Sharon A.

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Elementary Science Specialists: A Pilot Study of Current Models And a Call for Participation in The Research von Schwartz, Reneé S, Gess-Newsome, Julie

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To what extent does current scientific research and textbook content align? A methodology and case study: RESEARCH AND TEXTBOOK CONTENT ALIGNMENT von Bierema, Andrea M.-K., Schwartz, Renee S., Gill, Sharon A.

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Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire von Lederman, Judith S., Lederman, Norman G., Bartos, Stephen A., Bartels, Selina L., Meyer, Allison Antink, Schwartz, Renee S.

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Pre‐service teachers’ understanding and teaching of nature of science: An intervention study von Lederman, Norman G., Schwartz, Reneé S., Abd‐El‐Khalick, Fouad, Bell, Randy L.

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Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire: VASI QUESTIONNAIRE von Lederman, Judith S., Lederman, Norman G., Bartos, Stephen A., Bartels, Selina L., Meyer, Allison Antink, Schwartz, Renee S.

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Achieving the Reforms Vision: The Effectiveness of a Specialists-Led Elementary Science Program von Schwartz, Renée S., Lederman, Norman G., Abd-El-Khalick, Fouad

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