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“I’m Not the Science Type”: Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers’ Intentions About Teaching Science
16 references·0 citing·28 second hop
“I’m Not the Science Type”: Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers’ Intentions About Teaching Science (2005)“I’m Not the Science Type”: Effect of an …Becoming A Mathematics Teacher (2006)Becoming A Mathematics TeacherLearning Science and the Science of Learning (2002)Learning Science and the Scie…Beginning Elementary Teachers' Development as Teachers of Science (2002)Beginning Elementary Teachers…Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices (2000)Making It Their Own: Preservi…How people learn (2000)How people learnDeveloping Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education (2000)Developing Motivation to Teac…Is It Realistic to Expect a Preservice Teacher to Create an Inquiry-based Classroom? (1999)Is It Realistic to Expect a P…Achieving Scientific Literacy: From Purposes to Practices (1997)Achieving Scientific Literacy…Research Design: Qualitative and Quantitative Approaches (1996)Research Design: Qualitative …National Science Education Standards (1996)National Science Education St…Handbook of research on science teaching and learning (1995)Handbook of research on scien…Science for all Americans (1990)Science for all AmericansQualitative evaluation and research methods (1990)Qualitative evaluation and re…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Handbook of research on teacher education (1990)Handbook of research on teach…The Journal of College Science Teaching (1971)The Journal of College Scienc…Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A Phenomenological Research Design Illustrated (2004)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)The Delphi Method for Graduate Research (2007)Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness (2003)Using thematic analysis in psychology (2006)Document Analysis as a Qualitative Research Method (2009)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)PISA 2006 (2007)Computer Simulations to Support Science Instruction and Learning: A critical review of the literature (2011)Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills (2012)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Focus on Formative Feedback (2008)The qualitative content analysis process (2008)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature (2004)Matters of care in technoscience: Assembling neglected things (2010)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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References

  • 1990Qualitative evaluation and research methods24,203 cited
  • 1990Qualitative evaluation and research methods17,943 cited
  • 1996Research Design: Qualitative and Quantitative Approaches7,080 cited
  • 1990Handbook of research on teacher education3,748 cited
  • 1971The Journal of College Science Teaching3,332 cited
  • 2000How people learn2,544 cited
  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1990Science for all Americans1,840 cited
  • 1996National Science Education Standards1,835 cited
  • 1997Achieving Scientific Literacy: From Purposes to Practices871 cited
  • 2000Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices324 cited
  • 2006Becoming A Mathematics Teacher282 cited
  • 2000Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education229 cited
  • 2002Beginning Elementary Teachers' Development as Teachers of Science186 cited
  • 2002Learning Science and the Science of Learning164 cited
  • 1999Is It Realistic to Expect a Preservice Teacher to Create an Inquiry-based Classroom?

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