Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317. doi:10.1002/(SICI)1098-2736(200004)37:4<295::AID-TEA2>3.0.CO;2-2

has been cited by the following article:

• TITLE: Prospective Teachers’ Perceptions of Science Theories: An Action Research Study

  AUTHORS: James P. Concannon, Patrick L. Brown, Erikka Brown

  KEYWORDS: Nature of Science; Theory; Prospective Teachers; Science Misconceptions

  JOURNAL NAME: Creative Education, Vol.4 No.1, January 31, 2013

  ABSTRACT: This study investigates prospective teachers’ conceptions of science theories before and after instruction. Instruction focused specifically on prospective teachers’ misconceptions that theories are not used to predict, that laws are more important than theories, and that theories are simply hunches. The action research investigation was successful in helping students accommodate new information presented in the lesson and facilitated their understanding towards the accepted explanation of what a theory in science means; however, the vernacular misconception that “theories are hunches” persisted.