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No silver bullet for inquiry: Making sense of teacher change following an inquiry‐based research experience for teachers
16 references·10 citing·38 second hop
No silver bullet for inquiry: Making sense of teacher change following an inquiry‐based research experience for teachers (2008)No silver bullet for inquiry: Making sens…Fourth Generation Evaluation (2014)Fourth Generation EvaluationHandbook of Research on Science Education (2013)Handbook of Research on Scien…Benchmarks for Science Literacy (2013)Benchmarks for Science Litera…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Epistemologically authentic i…A Taxonomy for Learning teaching and assessing (2001)A Taxonomy for Learning teach…National Science Education Standards (1995)National Science Education St…In over our heads: the mental demands of modern life (1994)In over our heads: the mental…Talking science: language, learning, and values (1991)Talking science: language, le…Fourth-Generation Evaluation (1988)Fourth-Generation EvaluationEducating the reflective practitioner (1987)Educating the reflective prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…How we think. (1910)How we think.How We Think (1910)How We ThinkRethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction (2025)Rethinking Science Education …The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs (2016)The Impact of a Practice-Teac…Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching (2016)Over reported and misundersto…Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners (2016)Elementary teachers' science …Examining the Influence of RETs on Science Teacher Beliefs and Practice (2014)Examining the Influence of RE…Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012)Understanding the co‐construc…Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research (2012)Current trends and missing li…Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program (2010)Views of inquiry: Mismatches …Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada (2010)Influence of motivation, self…The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform‐minded university teacher certificate programme (2009)The Problem with Reform from …THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)Ramus, Method, and the Decay of Dialogue. (1962)Discipline and group management in classrooms (1970)Judgment under Uncertainty: Heuristics and Biases (1973)Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)Competing paradigms in qualitative research. (1994)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Thematic Analysis (2017)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 1995National Science Education Standards7,888 cited
  • 2014Fourth Generation Evaluation7,250 cited
  • 1910How We Think6,764 cited
  • 1988Fourth-Generation Evaluation5,912 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching4,394 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 1910How we think.4,017 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1994In over our heads: the mental demands of modern life2,598 cited
  • 2013Benchmarks for Science Literacy1,702 cited
  • 2001A Taxonomy for Learning teaching and assessing1,366 cited
  • 2002Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks1,308 cited

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Cited by

  • 2012Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research183 cited
  • 2010Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada136 cited
  • 2012Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment104 cited
  • 2014Examining the Influence of RETs on Science Teacher Beliefs and Practice87 cited
  • 2010Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program76 cited
  • 2025Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction72 cited
  • 2009The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform‐minded university teacher certificate programme72 cited
  • 2016The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs67 cited
  • 2016Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching66 cited
  • 2016Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners65 cited