F
Fouad Abd-El-Khalick
Researcher at University of North Carolina at Chapel Hill
Publications - 83
Citations - 11628
Fouad Abd-El-Khalick is an academic researcher from University of North Carolina at Chapel Hill. The author has contributed to research in topics: Nature of Science & Science education. The author has an hindex of 38, co-authored 81 publications receiving 10685 citations. Previous affiliations of Fouad Abd-El-Khalick include College of the North Atlantic & University of Illinois at Urbana–Champaign.
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Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
TL;DR: The Views of Nature of Science Questionnaire (VNOS) as discussed by the authors is an open-ended instrument, which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views.
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Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
TL;DR: In this paper, the authors aimed to review and assess the effectiveness of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS) by using science process-skills instruction or engagement in science-based inquiry activities.
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The nature of science and instructional practice: Making the unnatural natural
TL;DR: For instance, this article found that teachers often viewed the NOS as less significant than other instructional outcomes, preoccupation with classroom management and routine chores, discomfort with their own understandings of the nature of science, lack of resources and experience for teaching the nos, cooperating teachers' imposed restraints, and the lack of planning time.
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Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science.
TL;DR: For instance, the authors investigated the influence of an explicit and reflective inquiry-oriented compared with an implicit inquiryoriented instructional approach on sixth graders' understandings of nature of science (NOS).
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Inquiry in science education: International perspectives
Fouad Abd-El-Khalick,Saouma BouJaoude,Richard A. Duschl,Norman G. Lederman,Rachel Mamlok-Naaman,Avi Hofstein,Mansoor Niaz,David F. Treagust,Hsiao-Lin Tuan +8 more
TL;DR: In this paper, a set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an in-constructional approach) and as ends, i.e. inquiry as a learning outcome, in precollege science classrooms.