Citations (31)
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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2024) Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices. Environmental Education Research 30:3, pages 397-418.
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Anttoni Kervinen, Riikka Hohti, Pauliina Rautio, Maria Helena Saari, Tuure Tammi & Tuomas Aivelo. (2024) Ratty places – unsettling human-centeredness in ecological inquiry with young people. Environmental Education Research 0:0, pages 1-18.
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Chaoqun Lu & Winnie Wing Mui So. (2023) Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms. International Journal of Science Education 45:10, pages 850-871.
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Chaoqun Lu & Winnie Wing Mui So. (2023) Inquiry-based science teaching in English Medium Instruction science secondary classrooms: teachers’ understanding and perceptions. Language and Education 0:0, pages 1-17.
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Eleni Sinakou, Vincent Donche, Jelle Boeve-de Pauw & Peter Van Petegem. (2021) Development and validation of a questionnaire on teachers’ instructional beliefs and practices in education for sustainable development. Environmental Education Research 27:9, pages 1305-1328.
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Jan Cincera, Bruce Johnson & Roman Kroufek. (2020) Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education 50:6, pages 729-745.
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Ashley W. Mullens & Melissa Cater. (2019) Psychometric properties of the Teacher beliefs of environmental education questionnaire. Applied Environmental Education & Communication 18:2, pages 154-165.
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Kathryn N. Hayes, Mele Wheaton & Deborah Tucker. (2019) Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development. Environmental Education Research 25:1, pages 115-134.
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Rosa Aghekyan. (2018) Higher Level Thinking Questions’ Impact on Scientific Models’ Complexity and Accuracy. Journal of College Science Teaching 48:1, pages 76-82.
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Ryan F. Reese. (2018) Adult stakeholder perceptions of 4th grade participation in children’s forest environmental education programming. Environmental Education Research 24:8, pages 1211-1223.
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Robbert Smit, Holger Weitzel, Robert Blank, Florian Rietz, Josiane Tardent & Nicolas Robin. (2017) Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education 35:4, pages 477-499.
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Suzanne M. Nesmith, Christopher J. Wynveen, Erin M. Dixon, Bryan W. Brooks, Cole W. Matson, William C. Hockaday, Megan A. Schaum & John E. DeFillipo. (2016) Exploring Educators’ Environmental Education Attitudes and Efficacy: Insights Gleaned from a Texas Wetland Academy. International Journal of Science Education, Part B 6:3, pages 303-324.
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Sarah J. Carrier, Margareta M. Thomson, Linda P. Tugurian & Kathryn Tate Stevenson. (2014) Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education 36:13, pages 2195-2220.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Articles from other publishers (17)
Kalthoum Alkandari. (2022) Transformation to competency-based curriculum: readiness and self-efficacy among Islamic studies teachers in Kuwait. Curriculum Perspectives 43:1, pages 67-79.
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Dawn Christina Null & Jebaraj Asirvatham. (2022) College students are pro-environment but lack sustainability knowledge: a study at a mid-size Midwestern US university. International Journal of Sustainability in Higher Education 24:3, pages 660-677.
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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2022) Action-orientation in education for sustainable development: Teachers’ interests and instructional practices. Journal of Cleaner Production 370, pages 133469.
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Blake C. Colclasure, Tessa Durham Brooks, Tomáš Helikar, Scott J. King & Audrey Webb. (2022) The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices. Education Sciences 12:8, pages 570.
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Kgaogelo Johanna MASEMENE & Sıkhulıle Bongınkosı MSEZANE. (2021) Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools. Journal for the Education of Gifted Young Scientists 9:3, pages 233-249.
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Guadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa. (2020) Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum. Water 12:7, pages 1877.
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Augusto Z. MacalalagJr.Jr., Joseph Johnson & Michelle Lai. (2019) How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education 15:2, pages 389-413.
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Patricia Esteve-Guirao, Mercedes Jaén García & Isabel Banos-González. (2019) The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems. Sustainability 11:20, pages 5748.
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Ryan F. Reese. (2018) A qualitative exploration of the barriers and bridges to accessing community-based K-12 outdoor environmental education programming. Journal of Outdoor and Environmental Education 22:1, pages 21-37.
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Ryan F. Reese. (2018) EcoWellness: Contextualizing Nature Connection in Traditional Clinical and Educational Settings to Foster Positive Childhood Outcomes. Ecopsychology 10:4, pages 289-300.
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Robbert Smit, Florian Rietz & Annelies Kreis. (2017) What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor–Partner Interdependence Model. Research in Science Education 48:3, pages 619-636.
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주은정. (2018) Action Research on the Expansion of Elementary Teacher's Ecological PCK through Ecological Education in Schoolyard. Korean Journal of Environmental Education 31:1, pages 1-22.
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