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Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science
16 references·0 citing·46 second hop
Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science (2012)Exploring Exemplary Elementary Teachers’ …Handbook of Research on Science Education (2013)Handbook of Research on Scien…The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007)The influence of core teachin…Learning to teach science as inquiry in the rough and tumble of practice (2007)Learning to teach science as …Identity development as a lens to science teacher preparation (2007)Identity development as a len…RESEARCH REPORT (2004)RESEARCH REPORTEducational Research: An Introduction (2003)Educational Research: An Intr…Reforming Science Teaching: What Research Says About Inquiry (2002)Reforming Science Teaching: W…Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? (2002)Inquiry projects in science t…Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform (2001)Co‐constructing inquiry‐based…Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers (2001)Changing inquiry practices an…Embracing the essence of inquiry: New roles for science teachers (2000)Embracing the essence of inqu…National Science Education Standards (1995)National Science Education St…Professional Growth Among Preservice and Beginning Teachers (1992)Professional Growth Among Pre…Science teacher beliefs and their influence on curriculum implementation: Two case studies (1991)Science teacher beliefs and t…Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science (1991)Prospective and practicing se…Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice (1990)Teachers' Beliefs About the N…The effects of new science curricula on student performance (1983)A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction (1994)Case Studies in Science Education (1997)Inquiry in science education: International perspectives (2004)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity? (2012)The Structure of Scientific Revolutions (1963)Naturalistic inquiry (1985)Those Who Understand: Knowledge Growth in Teaching (1986)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Developing science teachers' pedagogical content knowledge (1998)What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Science in Action (1987)Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking (2007)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)Mind in Society: The Development of Higher Psychological Processes (1978)Case Study Research: Design and Methods (1984)Qualitative Data Analysis: An Expanded Sourcebook (1994)Designing Educative Curriculum Materials to Promote Teacher Learning (2005)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Handbook of research on teaching (1986)Handbook of research on teacher education (1990)Stories of Experience and Narrative Inquiry (1990)From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching (2001)Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003)Teacher beliefs and technology integration practices: A critical relationship (2012)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Social Linguistics And Literacies: Ideology in Discourse (1996)Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice (2010)Teachers’ roles and identities in student-centered classrooms (2018)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction (2010)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods (2014)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)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)The laboratory in science education: Foundations for the twenty‐first century (2003)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education (2005)Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2013)
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References

  • 1995National Science Education Standards7,888 cited
  • 2013Handbook of Research on Science Education4,501 cited
  • 1992Professional Growth Among Preservice and Beginning Teachers2,022 cited
  • 2003Educational Research: An Introduction1,664 cited
  • 2002Reforming Science Teaching: What Research Says About Inquiry1,154 cited
  • 2007Learning to teach science as inquiry in the rough and tumble of practice691 cited
  • 2000Embracing the essence of inquiry: New roles for science teachers669 cited
  • 1990Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice631 cited
  • 2001Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform559 cited
  • 2002Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?556 cited
  • 2007Identity development as a lens to science teacher preparation453 cited
  • 1991Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science395 cited
  • 1991Science teacher beliefs and their influence on curriculum implementation: Two case studies362 cited
  • 2004RESEARCH REPORT324 cited
  • 2001

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Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers
323 cited
  • 2007The influence of core teaching conceptions on teachers' use of inquiry teaching practices257 cited
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