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Bianor Valente, Paulo Maurício & Cláudia Faria. (2018) Understanding the Process and Conditions That Improve Preservice Teachers’ Conceptions of Nature of Science in Real Contexts. Journal of Science Teacher Education 29:7, pages 620-643.
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Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven Rodie, Robert Shuster, Chris Schaben & William E. Tapprich. (2017) Genuine Faculty-Mentored Research Experiences for In-Service Science Teachers: Increases in Science Knowledge, Perception, and Confidence Levels. Journal of Science Teacher Education 28:8, pages 724-744.
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Sandra I. van Aalderen-Smeets, Juliette H. Walma van der Molen, Erna G. W. C. M. van Hest & Cindy Poortman. (2017) Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education 39:2, pages 238-256.
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N. Alex Zirakparvar. (2015) A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program. Journal of Geoscience Education 63:3, pages 167-175.
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Isil Koc. (2012) Preservice science teachers reflect on their practicum experiences. Educational Studies 38:1, pages 31-38.
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Julia D. Plummer, Valerie M. Zahm & Rebecca Rice. (2010) Inquiry and Astronomy: Preservice Teachers’ Investigations of Celestial Motion. Journal of Science Teacher Education 21:4, pages 471-493.
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Judith A. Morrison. (2008) Individual Inquiry Investigations in an Elementary Science Methods Course. Journal of Science Teacher Education 19:2, pages 117-134.
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Sherri Brown & Claudia Melear. (2007) Preservice Teachers’ Research Experiences in Scientists’ Laboratories. Journal of Science Teacher Education 18:4, pages 573-597.
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Articles from other publishers (20)
Dilek Ozalp & Allan Feldman. (2022) Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. Interdisciplinary Journal of Environmental and Science Education 18:4, pages e2301.
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Teresa Conceição, Mónica Baptista & João Pedro Ponte. (2021) Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching. Education Sciences 11:12, pages 791.
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Donna W. Stokes & Paige K. Evans. 2021. Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
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Aik Ling Tan & Shirley S. L. Lim. 2014. Innovations in Science Teacher Education in the Asia Pacific. Innovations in Science Teacher Education in the Asia Pacific
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박성혜. (2009) Science Teachers' Inquiry Process Orientation Toward Science - Focusing on Analysis of Explanatory Variables. The Journal of Korean Teacher Education 26:1, pages 451-472.
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Judith Morrison & Amy Roth McDuffie. (2010) Connecting Science and Mathematics: Using Inquiry Investigations to Learn About Data Collection, Analysis, and Display. School Science and Mathematics 109:1, pages 31-44.
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Frances Lawrenz, Douglas Huffman & Amy Gravely. (2007) Impact of the collaboratives for excellence in teacher preparation program. Journal of Research in Science Teaching 44:9, pages 1348-1369.
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Eddie Lunsford, Claudia T. Melear, Wolff‐Michael Roth, Matthew Perkins & Leslie G. Hickok. (2007) Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science. Journal of Research in Science Teaching 44:4, pages 538-564.
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Elizabeth A. Davis, Debra Petish & Julie Smithey. (2016) Challenges New Science Teachers Face. Review of Educational Research 76:4, pages 607-651.
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Sherri L. Brown & Claudia T. Melear. (2006) Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching 43:9, pages 938-962.
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G. Michael Bowen & Wolff-Michael Roth. (2005) Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching 42:10, pages 1063-1088.
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Michael Barnett, William Harwood, Thomas Keating & Julie Saam. (2010) Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes. School Science and Mathematics 102:6, pages 299-313.
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Linda E. James & Scott B. Watson. (2001) The effects of participating in an elementary science practicum on classroom practice. Journal of Elementary Science Education 13:1, pages 42-54.
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