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Deepika Menon, Jeanna R Wieselmann, Sarah Haines & Sumreen Asim. (2024) A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions. Journal of Science Teacher Education 0:0, pages 1-24.
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Pamela Esprívalo Harrell, Ruthanne Thompson & Julie Waid. (2023) Using inquiry-based learning to develop Earth science pedagogical content knowledge: impact of a long-term professional development program. Research in Science & Technological Education 41:4, pages 1519-1538.
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Allison Antink-Meyer & Margaret Parker. (2021) The Influence of a Pre-Methods Course on Preservice Elementary Teachers’ Self-Perceptions and Abilities for Engineering Instruction. Journal of Science Teacher Education 32:6, pages 705-725.
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Debbie Dailey & Ann Robinson. (2017) Improving and Sustaining Elementary Teachers’ Science Teaching Perceptions and Process Skills: A Postintervention Study. Journal of Science Teacher Education 28:2, pages 169-185.
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Christine Lotter, Whitney Smiley, Stephen Thompson & Tammiee Dickenson. (2016) The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry. International Journal of Science Education 38:18, pages 2712-2741.
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JohnL. Pecore, MandyL. Kirchgessner & LauraL. Carruth. (2013) Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 86:6, pages 238-245.
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A. Meirink, K. van Veen & R. C. Zwart. (2012) Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education 48:2, pages 129-160.
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Articles from other publishers (12)
Frederick Bradley & Allan Feldman. (2021) The problematic use of urban, suburban, and rural in science education. Cultural Studies of Science Education 16:4, pages 1289-1313.
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Ece N. Eren-Şişman, Ceyhan Çiğdemoğlu, Uygar Kanlı & Fitnat Köseoğlu. (2020) Science Teachers’ Professional Development about Science Centers. Science & Education 29:5, pages 1255-1290.
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David B. Morris, Ellen L. Usher & Jason A. Chen. (2016) Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature. Educational Psychology Review 29:4, pages 795-833.
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Michele Hollingsworth Koomen. (2016) Inclusive science education: learning from Wizard. Cultural Studies of Science Education 11:2, pages 293-325.
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Debbie Dailey & Ann Robinson. (2016) Elementary Teachers: Concerns About Implementing a Science Program. School Science and Mathematics 116:3, pages 139-147.
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Greg Smith. (2014) The Impact of a Professional Development Programme on Primary Teachers’ Classroom Practice and Pupils’ Attitudes to Science. Research in Science Education 45:2, pages 215-239.
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Robyn M. Gillies & Kim Nichols. (2014) How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science. Research in Science Education 45:2, pages 171-191.
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Cindy E. Hmelo‐Silver, Lei Liu, Steven Gray & Rebecca Jordan. (2014) Using representational tools to learn about complex systems: A tale of two classrooms. Journal of Research in Science Teaching 52:1, pages 6-35.
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Irena Delčnjak Smrečnik, Samo Fošnarič & Branka Čagran. (2014) ENVIRONMENTAL IMPACT ON LEARNING OUTCOMES IN SCIENCE EDUCATION IN SLOVENIAN PRIMARY SCHOOLS THROUGH THE ANALYSIS OF MATERIAL WORK CONDITIONS. Journal of Baltic Science Education 13:4, pages 535-543.
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Yasemin Copur‐Gencturk, Barbara Hug & Sarah Theule Lubienski. (2013) The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys. Journal of Research in Science Teaching 51:2, pages 219-249.
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Kadir Demir & Chad D. Ellett. 2014. The Role of Science Teachers’ Beliefs in International Classrooms. The Role of Science Teachers’ Beliefs in International Classrooms
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Aruna Lakshmanan, Barbara P. Heath, Aaron Perlmutter & Michael Elder. (2010) The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction. Journal of Research in Science Teaching 48:5, pages 534-551.
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