Citations (51)
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Antonio García-Carmona, Granada Muñoz-Franco, Ana M. Criado & Marta Cruz-Guzmán. (2024) Validation of an instrument for assessing basic science process skills in initial elementary teacher education. International Journal of Science Education 46:4, pages 362-381.
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Evrim Baran, Dana AlZoubi & E.J. Bahng. (2023) Using video enhanced mobile observation for peer-feedback in teacher education. Journal of Digital Learning in Teacher Education 39:2, pages 102-113.
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Elsun Seung, Soonhye Park & Myung-Ah Lee. (2019) The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry. Journal of Science Teacher Education 30:8, pages 872-889.
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Roberto Reinoso, Jaime Delgado-Iglesias & Itziar Fernández. (2019) Pre-service teachers’ views on science teaching in Early Childhood Education in Spain. European Early Childhood Education Research Journal 27:6, pages 801-820.
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Mahsa Kazempour. (2018) Elementary Preservice Teachers’ Authentic Inquiry Experiences and Reflections: A Multicase Study. Journal of Science Teacher Education 29:7, pages 644-663.
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Marta Cruz-Guzmán, Antonio García-Carmona & Ana M. Criado. (2017) An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry. International Journal of Science Education 39:13, pages 1755-1774.
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Y. Soysal & S. Radmard. (2017) An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching. Educational Studies 43:2, pages 186-209.
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Nicole Tuttle, Joan N. Kaderavek, Scott Molitor, Charlene M. Czerniak, Eugenia Johnson-Whitt, Debra Bloomquist, Winnifred Namatovu & Grant Wilson. (2016) Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy. Journal of Science Teacher Education 27:7, pages 717-745.
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Amanda Woods-McConney, Marold Wosnitza & Keryn L. Sturrock. (2016) Inquiry and groups: student interactions in cooperative inquiry-based science. International Journal of Science Education 38:5, pages 842-860.
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Nathan D. Brubaker. (2015) Critical moments in negotiating authority: grading, accountability, and teacher education. Teaching Education 26:2, pages 222-246.
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Wing-Mui Winnie So, May-Hung May Cheng, Siu-Cheung Kong & Ngai-Ying Fiona Ching. (2014) Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning. Education 3-13 42:4, pages 386-401.
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Danielle J. Ford, Steve Fifield, John Madsen & Xiaoyu Qian. (2013) The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers. Journal of Science Teacher Education 24:6, pages 1049-1072.
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Barbara K. Sullivan-Watts, Barbara L. Nowicki, Minsuk K. Shim & Betty J. Young. (2013) Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers. Journal of Science Teacher Education 24:5, pages 879-905.
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Jonathan Dunne, Abdulhussain
E. Mahdi & John O'Reilly. (2013) Investigating the Potential of Irish Primary School Textbooks in Supporting Inquiry-based Science Education (IBSE). International Journal of Science Education 35:9, pages 1513-1532.
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Mijung Kim, Aik
Ling Tan & Frederick
Toralballa Talaue. (2013) New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore. International Journal of Science Education 35:2, pages 289-311.
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Francisco Pozuelos, Gabriel Travé González & Pedro Cañal de León. (2010) Inquiry‐based teaching: teachers’ conceptions, impediments and support. Teaching Education 21:2, pages 131-142.
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Erin Dolan & Julia Grady. (2010) Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry. Journal of Science Teacher Education 21:1, pages 31-55.
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Don Metz, Stephen Klassen & Barbara McMillan. (2007) Integrating science curricula in the middle school: Utilizing historical perspectives. Canadian Journal of Science, Mathematics and Technology Education 7:4, pages 401-416.
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Articles from other publishers (33)
Aslı ŞENSOY & Munise GÜNEŞ. (2023) Guided Inquiry-Based Learning PracticesRehberlikli Araştırma-Sorgulamaya Dayalı Öğrenme Uygulamaları. Bartın University Journal of Faculty of Education 12:3, pages 471-487.
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Claudia De Oliveira Lozada, Claudia Celeste Celestino & Wesley Góis. (2022) ENSINO DE CIÊNCIAS. Revista Chão da Escola 19, pages 82-101.
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Y. Soysal & S. Radmard. (2020) Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives. Journal of Education 202:1, pages 43-57.
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Antonio García-Carmona. (2018) Improving Pre-service Elementary Teachers’ Understanding of the Nature of Science Through an Analysis of the Historical Case of Rosalind Franklin and the Structure of DNA. Research in Science Education 51:2, pages 347-373.
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Marta Cruz-Guzmán, Antonio García-Carmona & Ana M. Criado. (2018) Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training. Research in Science Education 50:5, pages 1689-1711.
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Granada Muñoz-Franco, Ana María Criado & Antonio García-Carmona. (2018) Investigating Image Formation with a Camera Obscura: a Study in Initial Primary Science Teacher Education. Research in Science Education 50:3, pages 1027-1049.
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