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A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry
16 references·1 citing·33 second hop
A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry (2011)A comparison of exemplary biology, chemis…Handbook of Research on Science Education (2013)Handbook of Research on Scien…G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences (2007)G*Power 3: A flexible statist…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Views of nature of science qu…Handbook of Research on Teaching (2001)Handbook of Research on Teach…What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Do New Views of Knowledg…Epistemic cultures: how the sciences make knowledge (1999)Epistemic cultures: how the s…Epistemic Cultures (1999)Epistemic CulturesNational Science Education Standards (1995)National Science Education St…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Handbook of Qualitative Research (1994)Handbook of Qualitative Resea…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Situated Learning (1991)Situated LearningSituated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…The role of beliefs in the practice of teaching (1987)The role of beliefs in the pr…Handbook of research on teaching (1986)Handbook of research on teach…Emotional arousal of beginning physics teachers during extended experimental investigations (2013)Emotional arousal of beginnin…Design and Analysis: A Researcher's Handbook (1975)GPOWER: A general power analysis program (1996)Design and Analysis: A Researcher's Handbook (2005)Power failure: why small sample size undermines the reliability of neuroscience (2013)ESG and financial performance: aggregated evidence from more than 2000 empirical studies (2015)Effect size guidelines for individual differences researchers (2016)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)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)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)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)Those Who Understand: Knowledge Growth in Teaching (1986)Teacher efficacy: capturing an elusive construct (2001)Determining Validity in Qualitative Inquiry (2000)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups (2007)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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  • 2002Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

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  • 2013Emotional arousal of beginning physics teachers during extended experimental investigations63 cited