Citations (41)
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Günkut Mesci, Seda Çavuş-Güngören & Funda Yesildag-Hasancebi. (2020) Investigating the development of pre-service science teachers’ NOSI views and related teaching practices. International Journal of Science Education 42:1, pages 50-69.
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Christine Lotter, Gregory T. Rushton & Jonathan Singer. (2013) Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?. Journal of Science Teacher Education 24:8, pages 1263-1291.
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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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Mandy Biggers & Cory
T. Forbes. (2012) Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum. International Journal of Science Education 34:14, pages 2205-2229.
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Loretta D. Asay & MaryKay Orgill. (2010) Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007. Journal of Science Teacher Education 21:1, pages 57-79.
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Nam-Hwa Kang, MaryKay Orgill & Kent J. Crippen. (2008) Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument. Journal of Science Teacher Education 19:4, pages 337-354.
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Gayle A. Buck, Margaret A. Macintyre Latta & Diandra L. Leslie-Pelecky. (2007) Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers. Journal of Science Teacher Education 18:3, pages 377-397.
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Judith A. Morrison & Jeffrey C. Estes. (2007) Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers. Journal of Science Teacher Education 18:2, pages 165-184.
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Christine Lotter, William S. Harwood & J. José Bonner. (2006) Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers. Journal of Science Teacher Education 17:3, pages 185-216.
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Hsin‐Kai Wu & Chou‐En Hsieh. (2006) Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments. International Journal of Science Education 28:11, pages 1289-1313.
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Ludovic Morge
. (2005) Teacher–pupil interaction: A study of hidden beliefs in conclusion phases. International Journal of Science Education 27:8, pages 935-956.
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William J. Newman$suffix/text()$suffix/text(), Sandra K. Abell, Paula D. Hubbard, James McDonald, Justine Otaala & Mariana Martini. (2004) Dilemmas of Teaching Inquiry in Elementary Science Methods. Journal of Science Teacher Education 15:4, pages 257-279.
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Patricia M. Rowell & Margaretha Ebbers. (2004) Shaping school science: competing discourses in an inquiry‐based elementary program. International Journal of Science Education 26:8, pages 915-934.
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Anjana G. Arora, Elizabeth Kean & Joan L. Anthony. (2000) An Interpretive Study of a Teacher's Evolving Practice of Elementary School Science. Journal of Science Teacher Education 11:2, pages 155-172.
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Articles from other publishers (27)
Fredrick Ssempala. 2020. Postgraduate Research Engagement in Low Resource Settings. Postgraduate Research Engagement in Low Resource Settings
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Corinne Marlot, Catherine Audrin & Ludovic Morge. (2019) Des normes professionnelles auto-prescrites. Le cas de la mise en œuvre de la démarche d’enseignement scientifique en Suisse romandeSelf-prescribed professional standards dealing with scientific investigation at school, in French-speaking Switzerland. Recherches en éducation:35.
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Marwa Eltanahy & Sufian Forawi. (2019) Science Teachers’ and Students’ Perceptions of the Implementation of Inquiry-Based Learning Instruction in a Middle School in Dubai. Journal of Education 199:1, pages 13-23.
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Mandy Biggers. (2017) Questioning Questions: Elementary Teachers’ Adaptations of Investigation Questions Across the Inquiry Continuum. Research in Science Education 48:1, pages 1-28.
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Corinne Marlot & Ludovic Morge. (2015) Des normes professionnelles à caractère doxique aux difficultés de mise en œuvre de séquences d’investigation en classe de sciences : comprendre les déterminations de l’actionA case study of the role played by doxic professional norms in implementing inquiry-based science education in a nursery school. Recherches en éducation:21.
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Aeran Choi. (2014) Pre-Service Science Teachers' Understanding and Views of Argument-Based Inquiry Approach. Journal of the Korean Chemical Society 58:6, pages 658-666.
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Eulsun Seung, Soonhye Park & Jinhong Jung. (2013) Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection. Research in Science Education 44:4, pages 507-529.
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Reizelie Barreto-Espino, Carla Zembal-Saul & Lucy Avraamidou. (2014) Prospective Elementary Teachers' Knowledge of Teaching Science as Argument: A Case Study. School Science and Mathematics 114:2, pages 53-64.
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Haim Eshach, Yair Dor-Ziderman & Yana Yefroimsky. (2013) Question Asking in the Science Classroom: Teacher Attitudes and Practices. Journal of Science Education and Technology 23:1, pages 67-81.
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Murat Ozel & Julie A. Luft. (2013) Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction. School Science and Mathematics 113:6, pages 308-316.
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Elaine Mangiante. (2013) Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers’ Responses to a State Science Assessment. Education Sciences 3:3, pages 222-258.
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Cory T. Forbes, Mandy Biggers & Laura Zangori. (2013) Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The Practices of Science Observation Protocol (P-SOP). School Science and Mathematics 113:4, pages 180-190.
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Randy L. Bell, Jennifer L. Maeng & Ian C. Binns. (2013) Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching 50:3, pages 348-379.
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Michael BarnettJanice Anderson, Meredith Houle, Thomas Higginbotham & Ann Gatling. (2010) The Process of Trust Building Between University Researchers and Urban School Personnel. Urban Education 45:5, pages 630-660.
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Abdulkadir Demir & Sandra K. Abell. (2010) Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program. Journal of Research in Science Teaching 47:6, pages 716-741.
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Alandeom W. Oliveira. (2009) DEVELOPING ELEMENTARY TEACHERS’ UNDERSTANDING OF THE DISCOURSE STRUCTURE OF INQUIRY-BASED SCIENCE CLASSROOMS. International Journal of Science and Mathematics Education 8:2, pages 247-269.
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Alandeom W. Oliveira. (2010) Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching 47:4, pages 422-453.
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Bree A. Jimenez, Diane M. Browder & Ginevra R. Courtade. (2010) An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities. Research and Practice for Persons with Severe Disabilities 34:2, pages 33-46.
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Hyun-Chul Jeong, Young-Shin Park & Dong-Jou Hwang. (2008) Analyzing Perceptions of Small Group Inquiry Activity in the Gifted Education of Korea. Journal of the Korean earth science society 29:2, pages 151-162.
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Christine Moseley & Sarah J. Ramsey. (2008) Elementary Teachers' Progressive Understanding of Inquiry through the Process of Reflection. School Science and Mathematics 108:2, pages 49-57.
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Christine Lotter, William S. Harwood & J. José Bonner. (2007) The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching 44:9, pages 1318-1347.
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Danusa Munford & Maria Emília Caixeta de Castro e Lima. (2007) Ensinar ciências por investigação: em quê estamos de acordo?. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 9:1, pages 89-111.
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Mark T. Jones & Charles J. Eick. (2007) Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers. Science Education 91:3, pages 492-513.
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Patricia Meis Friedrichsen, Danusa Munford & MaryKay Orgill. (2006) Brokering at the boundary: A prospective science teacher engages students in inquiry. Science Education 90:3, pages 522-543.
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Shari L. Britner & Kevin D. Finson. (2005) Preservice teachers’ reflections on their growth in an inquiry-oriented science pedagogy course. Journal of Elementary Science Education 17:1, pages 39-54.
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Norman Thomson & James Stewart. (2003) Genetics inquiry: Strategies and knowledge geneticists use in solving transmission genetics problems. Science Education 87:2, pages 161-180.
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Carolyn W. Keys & Lynn A. Bryan. (2001) Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching 38:6, pages 631-645.
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