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Teaching Science with Context

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Cover of 'Teaching Science with Context'

Table of Contents

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    Book Overview
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    Chapter 1 Critical and Transformative Teachers: A Rationale for History and Philosophy of Science in Teacher Education
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    Chapter 2 Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration
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    Chapter 3 Consensus and Dissent Around the Concept of Nature of Science in the Ibero-American Community of Didactics of Science
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    Chapter 4 Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking
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    Chapter 5 Theory, Evidence, and Examples of Teaching the Nature of Science and Biology Using the History of Science: A Chilean Experience
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    Chapter 6 Epistemological Conceptions of University Teachers and Students of Science
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    Chapter 7 Is the Electron Real? Who Discovered the Expanding Universe? Debating Nonconsensus Topics of Nature of Science in Science Classrooms
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    Chapter 8 Undergraduate Psychology Students’ Conceptions on Scientific Knowledge and Psychology-Specific Epistemological Beliefs
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    Chapter 9 The “Science” as Portrayed in Documents of the Biological Evolution Versus Intelligent Design Debate
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    Chapter 10 Multiple Narratives As Cognitive and Political Bridges to Understanding the Nature of Scientific Knowledge
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    Chapter 11 Abraham Trembley (1710–1784) and the Creature That Defies Classification: Nature of Science and Inquiry Through a Historical Narrative
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    Chapter 12 Historical Reconstruction of Membrane Theoretical Models: An Educative Curriculum Material
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    Chapter 13 The History of Chemistry in Latin America
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    Chapter 14 Natural History, Chemistry, and Teaching in Modern Scientific Culture
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    Chapter 15 The History of Science in Teacher Training Programs: A Series of Contributions and Debates for the Teaching of Electrochemistry
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    Chapter 16 An Empirical View of the Teaching of the Chemical Element Concept
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    Chapter 17 An Educational Blend of Pseudohistory and History of Science and Its Application in the Study of the Discovery of Electromagnetism
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    Chapter 18 Isaac Newton and “Hidden Forces” in Universal Gravitation: Delimiting an Approach for Teacher Training
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    Chapter 19 The Enlightenment Paideia : The French Origins of Modern Science Teaching
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    Chapter 20 Design and Implementation of a Lesson Plan for High School Students: A Case Study with Oersted’s Experiment
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    Chapter 21 Investigating the Didactic Use of Primary Sources on the History of Vacuum and Atmospheric Pressure
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    Chapter 22 The Status of the Lines of Force in Michael Faraday’s Thought: History and Philosophy of Science in the Classroom
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    Chapter 23 Analysis of Pedagogical Practices Carried Out in Continuing Education Activities for Physics Teachers: Limits and Possibilities
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    Chapter 24 Philosophy of Science in Science Teacher Education: Meeting Some of the Challenges
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    Chapter 25 Epistemological Debate Underlying Computer Simulations Used in Science Teaching: The Designers’ Perspective
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    Chapter 26 The Nature of Science in Secondary School Geology: Studying Recontextualizing Processes
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Mentioned by

1 tweeter
1 Facebook page
2 Wikipedia pages


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12 Mendeley
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Teaching Science with Context
Published by
Springer International Publishing, May 2018
DOI 10.1007/978-3-319-74036-2
978-3-31-974035-5, 978-3-31-974036-2

Prestes, Maria Elice de Brzezinski, Silva, Cibelle Celestino

Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 12 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 12 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 5 42%
Professor 2 17%
Student > Bachelor 2 17%
Student > Doctoral Student 1 8%
Unknown 2 17%
Readers by discipline Count As %
Social Sciences 4 33%
Economics, Econometrics and Finance 1 8%
Agricultural and Biological Sciences 1 8%
Physics and Astronomy 1 8%
Arts and Humanities 1 8%
Other 1 8%
Unknown 3 25%