Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. https://doi.org/10.1002/tea.20226
Ahmadi, A., & colleagues. (2024). Experimental sciences: Grade 7. Tehran: Ministry of Education, Organization for Research and Educational Planning. [In Persian]
Ahmadi, A., & colleagues. (2025). Experimental sciences: Grade 8. Tehran: Ministry of Education, Organization for Research and Educational Planning. [In Persian]
Ahmad, A., & colleagues. (2025). Experimental sciences: Grade 9. Tehran: Ministry of Education, Organization for Research and Educational Planning. [In Persian]
Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2012). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 49(3), 347-372.
Alinia Bengar, E., Nili Ahmadabadi, M., & Vahedi, M. (2024). Examining the current state of teaching science process skills in the textbook and teacher's guide of science. Journal of Theory & Practice in Curriculum, 23(12), 41-64. https://doi.org/10.22034/tpcj.2024.469640.1029 [In Persian]
Bybee, R. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Pearson Education.
Bybee, R. W. (2010). The teaching of science: 21st‑Century perspectives. Arlington, VA: NSTA Press.
Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868.
Chiappetta, E. L., & Koballa, T. R. (2006). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills for teaching. Pearson Education.
Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research in Science Teaching, 28(8), 713-725. https://doi.org/10.1002/tea.3660280808
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Open University Press.
Ghalkhani, M., & Shiralipour, A. (2020). Analysis of the assessment framework of the students’ scientific literacy in the PISA international study. Research in Chemistry Education, 2(1), 101-129. [In Persian]
Hoorfar, H., Niknam, Z., Malekan, M., & Abbasi, E. (2024). An Analysis of Iranian Research in Science Curriculum with a Focus on the Nature of Science. Journal of Theory & Practice in Curriculum, 22(11), 455-486. https://doi.org/10.22034/tpcj.2024.190378. [In Persian]
Isaksen, M., Ødegaard, M., & Utsi, T. A. (2024). Science textbooks: Aids or obstacles to inquiry teaching? Science teachers’ experiences in Norwegian secondary schools. Science & Education, 34, 1461-1487. https://doi.org/10.1007/s11191-024-00510-6
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Mahwah, NJ: Lawrence Erlbaum Associates.
Lederman, N. G., & Beck, C. L. (1996). Influences of teachers’ knowledge and beliefs about nature of science on classroom practice. Journal of Research in Science Teaching, 33(9), 971-988.
Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 600-620). Routledge.
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
Lee, V. R., Quinn, H., & Valdés, G. (2018). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2009). Student understanding of the nature of science across the globe: Measurement and research findings. Journal of Research in Science Teaching, 46(9), 987-1016.
Liu, X. (2009). Beyond science literacy: Science and the public. Springer.
Liu, X., & Tsang, K. K. (2013). Expanding notions of scientific literacy: A reconceptualization of aims of science education in the knowledge society. In Science education in the 21st century: Education in a competitive and globalizing world (pp. 1-24). Nova Science Publishers.
McComas, W. F. (2014). Nature of science in science instruction: Meaning, advocacy, rationales, and recommendations. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II). Routledge.
McComas, W. F. (2003). A textbook case of the nature of science: Laws and theories in the science of biology. International Journal of Science and Mathematics Education, 1(2), 141-155.
Moradpour, S., Ghalkhani, M., & Abdullah Mirzaie, R. (2023). Content analysis of electrochemical concepts presented in the chemistry (3) secondary high school textbook based on the principles of green chemistry. Popularization of Science, 14(2), 103-115. [In Persian]
Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Volume II (pp. 579-599). New York, NY: Routledge.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What ideas-about-science should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 962-720. https://doi.org/10.1002/tea.10105
Özalp, D. (2023). Science curriculum requirements: Science process skills in textbook activities. Journal of Educational Research and Practice, 13(1), 123-141. https://doi.org/10.5590/jerap.2023.13.1.10
Phillips, M. C. (2006). A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3243982)
Rochovská, I. (2025). Analysis of science textbooks for the 3rd year of primary schools. Acta Technologica Dubnicae, 15(2), 63-82. https://doi.org/10.2478/atd-2025-0022
Rubinstein, R. A., & Brown, R. T. (1984). An evaluation of the validity of the diagnostic category of attention deficit disorder. American Journal of Orthopsychiatry, 54, 398-414. https://doi.org/10.1111/j.1939-0025.1984.tb01506.x
Sadler, T. D. (2011). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 1-9). Springer.
Sánchez-Azqueta, C., Crawford, B. A., & Pedaste, M. (2019). Inquiring in the science classroom by PBL: A design-based research study. Education Sciences, 15(1), Article 53. https://doi.org/10.3390/educsci15010053
Wei, B., & Thomas, G. P. (2013). An examination of the nature of science in Chinese high school chemistry textbooks. Science & Education, 22(10), 2337-2357.
Wilkinson, J. (1999). A quantitative analysis of physics textbooks for scientific literacy themes. Research in Science Education, 29, 385-399. https://doi.org/10.1007/BF02461600
Zarei, E., & Hossein Nia, R. H. (2023). Analysis of high school chemistry textbooks used in Iran for representations of nature of science. Interchange, 54(2), 165-183. https://doi.org/10.1007/s10780-023-09490-y
