Central Association of Science and Mathematics Teachers. School Science and Mathematics, 1907, 7: 241-247
[2]
Lederman N G. Journal of Research in Science Teaching, 1992, 29(4): 331-359
[3]
Lederman N G. Journal of Research in Science Teaching, 1999, 36 (8): 916-929
[4]
Alters B J. Journal of Research in Science Teaching,1997, 34 (1): 39-55
[5]
Osborne J, Collins S, Ratcliffe M, et al. Journal of Research in Science Teaching, 2003, 40 (7): 692-720
[6]
Lederman N G, Abd-El-Khalick F, Bell R L, et al. Journal of Research in Science Teaching, 2002, 39 (6): 497-521
[7]
Abd-El-Khalick F, Bell R L, Lederman N G. Science Education, 1998, 82 (4): 417-436
[8]
McComas W F, Olson J K. The principal elements of the nature of science: Dispelling the myths//The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer, 1998: 53-70
[9]
Duschl R, Grandy R E. Demarcation in science education: Toward an enhanced view of scientific method//Epistemology and Science Education: Understanding the Evolution. New York: Routledge, 2011: 3-19
[10]
Clough M P. California Journal of Science Education, 2008, 8(2):31-40
[11]
Allchin D. Science Education, 2011, 95 (3): 518-542
[12]
Kloser M A. Electronic Journal of Science Education, 2012, 16(1): 1-18
[13]
Irzik G, Nola R A. Science & Education, 2010, 20 (7/8): 591-607
[14]
Erduran S, Dagher Z R. Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer, 2014: 19-40
[15]
Klopfer L E, Cooley W W. Journal of Research in Science Teaching, 1963, 1 (1): 33-47
[16]
Crumb G H. Journal of Research in Science Teaching, 1965, 3 (3): 246-250
[17]
Yager R E, Wick J W. Journal of Research in Science Teaching, 1966, 4 (1): 16-20
[18]
Trent J. Journal of Research in Science Teaching, 1965, 3 (3): 224-229
[19]
Akindehin F. Science Education, 1988, 72: 73-82
[20]
Abd-El-Khalick F, Lederman N G. International Journal of Science Education, 2000, 22 (7): 665-701
[21]
Lederman N G, Wade P, Bell R L. Assessing understanding of the nature of science: a historical perspective//The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer, 1998: 331-350
[22]
刘健智.教育测量与评价(理论版), 2009 (5): 34-37
[23]
Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. England: Routledge, 1988:19-74
[24]
Hedges L V. Journal of Educational and Behavioral Statistics, 1981 (2):107-128
[25]
Cohen J. Psychological Bulletin, 1968, 70(4): 213-220
[26]
莫璇. 化学教育, 2013, 34(7): 41-42
[27]
Kaya M, Yildirim F S. The Turkish Online Journal of Educational Technology, 2022, 21 (1): 145-156
[28]
Akbayrak M, Kaya E. International Journal of Science Education, 2020, 42 (11): 1834-1861
[29]
Shi X. Science & Education, 2021, 30 (2): 409-440
[30]
Akcay B, Akcay H. International Journal of Education in Mathematics, Science and Technology, 2015, 3 (1): 37-45
[31]
Alisir Z N, Irez S. Science & Education, 2020, 29 (5): 1201-1234
[32]
Shultz G V, Gere A R. Journal of Chemical Education, 2015, 92 (8): 1325-1329
[33]
Ecevit T, Yalaki Y, Kingir S. Journal of Education in Science, Environment and Health, 2018, 4(2): 155-171
[34]
ÇIbık A E S. International Journal of Environmental & Science Education, 2016, 11 (4): 453-472
[35]
Ayvacı H Ş, Özbek D. Journal of Science Learning, 2019, 2 (3): 97-107
[36]
Kinyota M, Rwimo B S. African Journal of Research in Mathematics, Science and Technology Education, 2022, 25 (3): 269-279
[37]
Pekbay C, Yilmaz S. International Journal of Progressive Education, 2015, 11 (1): 113-131
[38]
Buo C, Brookover M, Decker G, et al. Journal of STEM Outreach, 2021, 4 (1): 1-14
[39]
Caymaz B, Aydin A. International Journal of Science and Mathematics Education, 2020, 19 (2): 233-265
[40]
Herman B C. Journal of Research in Science Teaching, 2018, 55 (4): 600-638
[41]
Kim S Y, Yi S W, Cho E H. Science & Education, 2013, 23 (5): 1197-1216
[42]
黄皓燕, 王峰.物理教学探讨, 2017, 35(5): 15-18
[43]
Eroğlu S, Bektaş O. Learning and Individual Differences, 2022, 98: 1-11
[44]
Bakırcı H, ÇAlık M, ÇEpni S. Journal of Baltic Science Education, 2017, 16 (1): 43-55
[45]
Khery Y, Nufida B A, Suryati S, et al. The Influence of Mobile-NOS Model of Learning towards Students Understanding on the Nature of Science. The 1st International Conference on Education and Technology (ICETECH) 2019, 2020