Citations (34)
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Pamela Esprívalo Harrell, Karthigeyan Subramaniam, Christopher Long, Rudi Thompson & Elisabeth Pope. (2023) Increasing Hispanics in the Educator Workforce: A Science Methods Intervention to Improve Passing Rates on an EC-6 Science Certification Examination. Journal of Latinos and Education 22:4, pages 1612-1621.
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Shannon L. Navy, Jennifer L. Maeng, Randy L. Bell & Fatma Kaya. (2021) Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial. International Journal of Science Education 43:9, pages 1483-1503.
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Miriam Leuchter, Henrik Saalbach, Ueli Studhalter & Annette Tettenborn. (2020) Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education 42:12, pages 1941-1967.
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Dina Drits-Esser, Julie Gess-Newsome & Louisa A. Stark. (2017) Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachers. Professional Development in Education 43:3, pages 375-396.
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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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Jaime L. Sabel, Cory T. Forbes & Leslie Flynn. (2016) Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences. International Journal of Science Education 38:7, pages 1077-1099.
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Jaime L. Sabel, Cory T. Forbes & Laura Zangori. (2015) Promoting Prospective Elementary Teachers’ Learning to Use Formative Assessment for Life Science Instruction. Journal of Science Teacher Education 26:4, pages 419-445.
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Nicos Papadouris, Angela Hadjigeorgiou & Constantinos P. Constantinou. (2014) Pre-service Elementary School Teachers’ Ability to Account for the Operation of Simple Physical Systems Using the Energy Conservation Law. Journal of Science Teacher Education 25:8, pages 911-933.
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Alexandra O. Santau, Jaime L. Maerten-Rivera, Stephanie Bovis & Jacob Orend. (2014) A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course. Journal of Science Teacher Education 25:8, pages 953-976.
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Miriam Leuchter, Henrik Saalbach & Ilonca Hardy. (2014) Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking'. International Journal of Science Education 36:10, pages 1751-1771.
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Catherine Snyder, Alandeom W. Oliveira & Lawrence M. Paska. (2013) STEM Career Changers’ Transformation into Science Teachers. Journal of Science Teacher Education 24:4, pages 617-644.
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Vanessa Kind & Per Morten Kind. (2011) Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. International Journal of Science Education 33:15, pages 2123-2158.
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Rebecca McNall Krall, Kimberly H. Lott & Carol L. Wymer. (2009) Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration. Journal of Science Teacher Education 20:1, pages 41-55.
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Articles from other publishers (21)
Katherine E. Castellano & Jamie N. Mikeska. (2023) Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter. Journal of Research in Science Teaching.
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Leigh K. Smith, Ryan S. Nixon, Richard R. Sudweeks & Ross A. Larsen. (2022) Elementary teacher characteristics, experiences, and science subject matter knowledge: Understanding the relationships through structural equation modeling. Teaching and Teacher Education 113, pages 103661.
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Engin Baysen & Fatma Baysen. (2022) Experimentation anxieties of pre-school and primary school teacher candidates. South African Journal of Education 42:1, pages 1-11.
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Hava Greensfeld & Tirza Gross. (2020) What Do We Know about Teachers’ Knowledge? Assessing Primary Science Teachers’ Content Knowledge in the Jewish and Arab Sectors. Eurasia Journal of Mathematics, Science and Technology Education 16:10, pages em1885.
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Johanna E. van Schaik, Tessa Slim, Rooske K. Franse & Maartje E. J. Raijmakers. (2020) Hands-On Exploration of Cubes’ Floating and Sinking Benefits Children’s Subsequent Buoyancy Predictions. Frontiers in Psychology 11.
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Benjamin Fauth, Jasmin Decristan, Anna-Theresia Decker, Gerhard Büttner, Ilonca Hardy, Eckhard Klieme & Mareike Kunter. (2019) The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education 86, pages 102882.
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Ryan S. Nixon, Leigh K. Smith & Richard R. Sudweeks. (2018) Elementary teachers’ science subject matter knowledge across the teacher career cycle. Journal of Research in Science Teaching 56:6, pages 707-731.
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Teri N. Johnson & Katherine P. Dabney. (2018) Voices from the field: Constraints encountered by early career elementary science teachers. School Science and Mathematics 118:6, pages 244-256.
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Lynnette Michaluk, Rachel Stoiko, Gay Stewart & John Stewart. (2017) Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses. Journal of Science Education and Technology 27:2, pages 99-113.
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Minjung Ryu, Jocelyn Elizabeth Nardo & Meng Yang Matthew Wu. (2018) An examination of preservice elementary teachers’ representations about chemistry in an intertextuality- and modeling-based course. Chemistry Education Research and Practice 19:3, pages 681-693.
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Marissa Rollnick & Elizabeth Mavhunga. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education
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Barbara L. Nowicki, Barbara Sullivan-Watts, Minsuk K. Shim, Betty Young & Robert Pockalny. (2012) Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons. Research in Science Education 43:3, pages 1135-1154.
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Alicia Cotabish, Debbie Dailey, Ann Robinson & Gail Hughes. (2013)
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KRISTIN L. GUNCKEL. (2013) Fulfilling multiple obligations: Preservice elementary teachers’ use of an instructional model while learning to plan and teach science. Science Education 97:1, pages 139-162.
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Anne Christine Hume. (2011) Primary Connections: Simulating the Classroom in Initial Teacher Education. Research in Science Education 42:3, pages 551-565.
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Diana C. Rice & Sibel Kaya. (2010) Exploring Relations Among Preservice Elementary Teachers’ Ideas About Evolution, Understanding of Relevant Science Concepts, and College Science Coursework. Research in Science Education 42:2, pages 165-179.
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Felicia Moore Mensah. (2011) The DESTIN: Preservice Teachers' Drawings of the Ideal Elementary Science Teacher. School Science and Mathematics 111:8, pages 379-388.
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Brian L. Gerber, Edmund A. Marek & Ellice P. Martin. (2011) Designing Research-Based Professional Development for Elementary School Science and Mathematics. Education Research International 2011, pages 1-8.
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Mary Stein, Timothy G. Larrabee & Charles R. Barman. (2008) A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education 20:2, pages 1-11.
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