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Conceptions of Science Teaching Revealed by Metaphors and by Answers to Open-Ended Questions
12 references·1 citing·48 second hop
Conceptions of Science Teaching Revealed by Metaphors and by Answers to Open-Ended Questions (2000)Conceptions of Science Teaching Revealed …Metaphors as seeds for conceptual change and the improvement of science teaching (1996)Metaphors as seeds for concep…A review of research on teacher beliefs and practices (1996)A review of research on teach…Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors (1995)Tugboats and tennis games: Pr…Restraints to reform: The congruence of teacher and student actions in a chemistry classroom (1995)Restraints to reform: The con…Relationships between metaphors, beliefs, and actions in a context of science curriculum change (1995)Relationships between metapho…Initial teacher trainees and their views of teaching and learning (1995)Initial teacher trainees and …Handbook of research on science teaching and learning (1995)Handbook of research on scien…Pedagogical balancing acts: Attempts to influence prospective teachers' beliefs (1993)Pedagogical balancing acts: A…The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change (1991)The dynamic interactions amon…Exploring Personal Teaching Metaphors in Preservice Teacher Education (1991)Exploring Personal Teaching M…Meaning and metaphor: Case knowledge in teaching (1990)Meaning and metaphor: Case kn…Meaning and Metaphor (1893)Meaning and MetaphorContributions from the Philosophy of Science to the Education of Science Teachers (2006)Contributions from the Philos…School Teacher: A Sociological Study. (1976)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Handbook of research on teacher education (1990)“I'm really quiet”: A case study of an Asian, language minority preservice teacher's experiences (1997)Integrating learner and learning concerns: prospective elementary science teachers’ paths and progress (2000)Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities. (2005)Handbook of research on teaching (1986)Professional Growth Among Preservice and Beginning Teachers (1992)Student Teachers’ Beliefs about Creativity (1999)Novice and expert teachers' conceptions of learners' prior knowledge (2004)Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries (2011)Women, Fire, and Dangerous Things (1987)Women, Fire, and Dangerous Things: What Categories Reveal about the Mind (1988)Emotion metaphors and emotional labor in science teaching (2004)Research on Science Teacher Beliefs (2011)The Body in the Mind (1987)Discourse and Social Change. (1993)Principles of Critical Discourse Analysis (1993)Issues and Trends in the Teaching of Science (1998)Elaborate analogies in science text: Tools for enhancing preservice teachers’ knowledge and attitudes (2003)The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices (2012)Exploring science teacher metaphorical thinking: A case study of a high school science teacher (1996)Metaphors are Good Mirrors: Reflecting on change for teacher educators (2001)Metaphors We Live By (2003)Grounded design of web-enhanced case-based activity (2006)Reflective Practitioner (2014)Telling more than we can know: Verbal reports on mental processes. (1977)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers’ beliefs and practices related to mathematics instruction (2001)6. Teaching To and Through Cultural Diversity (2010)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Democracy and Education. (1917)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Reflection in teacher education: Towards definition and implementation (1995)Democracy and Education (2015)Handbook of Qualitative Research. (1995)Review of Research on Humanistic Perspectives in Science Curricula (2003)Teaching Science, Technology, Society and Environment (STSE) Education (2003)Model‐based inquiries in chemistry (2007)Fourth Generation Evaluation (2014)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)From rhetoric to action: Implementing sts education through action research (1995)Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education (2004)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)
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References

  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1996A review of research on teacher beliefs and practices1,557 cited
  • 1991Exploring Personal Teaching Metaphors in Preservice Teacher Education340 cited
  • 1991The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change224 cited
  • 1995Initial teacher trainees and their views of teaching and learning143 cited
  • 1995Relationships between metaphors, beliefs, and actions in a context of science curriculum change123 cited
  • 1995Restraints to reform: The congruence of teacher and student actions in a chemistry classroom115 cited
  • 1996Metaphors as seeds for conceptual change and the improvement of science teaching87 cited
  • 1993Pedagogical balancing acts: Attempts to influence prospective teachers' beliefs73 cited
  • 1990Meaning and metaphor: Case knowledge in teaching67 cited
  • 1995Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors61 cited
  • 1893Meaning and Metaphor53 cited

Cited by

  • 2006Contributions from the Philosophy of Science to the Education of Science Teachers59 cited

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