Libro de Actas. 2° Congreso de Educación y Pedagogía

Libro de Actas 2° Congreso de Educación y Pedagogía de la Universidad de Chile. CEDUP 2025 Santiago, Chile 15-17 enero 2025 294 Referencias Cofré, H., Cuevas, E., y Becerra, B. (2017). The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution. International Journal of Science Education, 39 (16), 2243 – 2260. Cofré, H., Núñez, P., Santibáñez, D., Pavez, J., y Vergara, C. (2018). Theory, Evidence, and Examples of Teaching the Nature of Science and Biology Using the History of Science: A Chilean Experience. Teaching Science with Context: Historical, Philosophical, and Sociological Approaches , 65 – 84. Lederman, N.G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry. Sci & Educ , 28, 249 – 267 Lederman, N.G. (2007). Nature of science: Past, present, and future. En S. K. Abell, y N. G. Lederman (Eds.), Handbook of research on science education , (pp. 831 – 880). Mahwah: Lawrence Erlbaum Associates. Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., y Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of research in science teaching, 39 (6), 497- 521. Ministerio de Educación. (2012). Bases Curriculares 3° y 4° medio . Ministerio de Educación. Roberts, D.A., y Bybee, R. (2014). Scientific literacy, science literacy, and science education. En N. G. Lederman, y S. K. Abell (Eds.), Handbook of research on science education, (Vol. II, pp. 545 – 558). Routledge.