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Journal of Science Teacher Education Volume 21, 2010 - Issue 7
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Original Articles

Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers’ Oral Strategies

Alandeom W. OliveiraDepartment of Educational Theory and Practice, School of EducationUniversity at Albany, State University of New York1400 Washington Ave., ED 113B12222AlbanyNYUSA
Pages 747-765 | Published online: 15 Mar 2017

Citations (15)

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Read on this site (6)

Amanda Benedict-Chambers & Roberta Aram. (2017) Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use. Journal of Science Teacher Education 28:3, pages 294-318.
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Klara Sedova. (2017) Transforming teacher behaviour to increase student participation in classroom discourse. Teacher Development 21:2, pages 225-242.
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Phil Seok Oh & Kyoung Suk Kim. (2013) Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms. International Journal of Science Education 35:9, pages 1590-1624.
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Alandeom W. Oliveira, Kristen C. Wilcox, Janet Angelis, Arthur N. Applebee, Vincent Amodeo & Michele A. Snyder. (2013) Best Practice in Middle-School Science. Journal of Science Teacher Education 24:2, pages 297-322.
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Alandeom W. Oliveira, Seema Rivera, Rory Glass, Michael Mastroianni, Francine Wizner & Vincent Amodeo. (2013) Teaching Science Through Pictorial Models During Read-Alouds. Journal of Science Teacher Education 24:2, pages 367-389.
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Ester Alake-Tuenter, Harm J.A. Biemans, Hilde Tobi, Arjen E.J. Wals, Ida Oosterheert & Martin Mulder. (2012) Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education 34:17, pages 2609-2640.
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Articles from other publishers (9)

Hüseyin İNALTUN. (2024) FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FARK ETME BECERİLERİNİN İNCELENMESİAn Exploration of Pre-Service Science Teachers' Noticing Skills. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 0:69, pages 24-51.
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Robyn M. Gillies. (2023) Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science. International Journal of Educational Research Open 5, pages 100290.
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Allison M. Esparza, Kenneth FlemingJr.Jr., Henan Zhang, Huiwen Pang, Cindy Guerrero, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2023) Investigating teachers’ use of literacy-infused science strategies: A mixed methods study. Discover Education 2:1.
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Alandeon W. Oliveira, Junhong Wang, Crystal Perno, Jerald Brotzge & Amita Verma. (2022) The Backyard Weather Science Curriculum: Using a Weather-Observing Network to Support Data-Intensive Issue-Based Atmospheric Inquiry in Middle and High School. Journal of Science Education and Technology.
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Amelia Wenk Gotwals, Tanya S. Wright, Lisa Domke & Blythe Anderson. (2022) Science Talk in Elementary Classrooms. The Elementary School Journal 122:4, pages 642-673.
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Valeria M. Cabello, Patricia M. Moreira & Paulina Griñó Morales. (2021) Elementary Students’ Reasoning in Drawn Explanations Based on a Scientific Theory. Education Sciences 11:10, pages 581.
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Veronica McCauley & Martin McHugh. (2021) An Observational Narrative of Student Reaction to Video Hooks. Education Sciences 11:6, pages 286.
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Ivana Sotáková, Mária Ganajová & Mária Babinčáková. (2020) INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY. Journal of Baltic Science Education 19:3, pages 499-513.
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Robyn M. Gillies & Mary Rafter. (2020) Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education 87, pages 102951.
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