Citations (45)
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Yael Feldman-Maggor, Inbal Tuvi-Arad & Ron Blonder. (2022) Development and evaluation of an online course on nanotechnology for the professional development of chemistry teachers. International Journal of Science Education 44:16, pages 2465-2484.
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Chee-Kit Looi, Daner Sun, Mi Song Kim & Yun Wen. (2018) The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes. Research in Science & Technological Education 36:1, pages 86-110.
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Anna Bergqvist, Michal Drechsler & Shu-Nu Chang Rundgren. (2016) Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models. International Journal of Science Education 38:2, pages 298-318.
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Bodil Svendsen. (2015) Mediating Artifact in Teacher Professional Development. International Journal of Science Education 37:11, pages 1834-1854.
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Clare Woolhouse & Matt Cochrane. (2015) Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European Journal of Teacher Education 38:1, pages 87-101.
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Susan Herbert & Marcia Rainford. (2014) Developing a model for continuous professional development by action research. Professional Development in Education 40:2, pages 243-264.
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Daniel K. Capps, Barbara A. Crawford & Mark A. Constas. (2012) A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings. Journal of Science Teacher Education 23:3, pages 291-318.
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Clare Woolhouse & Matt Cochrane. (2010) ‘Now I think of myself as a physics teacher’: negotiating professional development and shifts in self‐identity. Reflective Practice 11:5, pages 607-618.
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Ellen K. Ebert & Kent J. Crippen. (2010) Applying a Cognitive-Affective Model of Conceptual Change to Professional Development. Journal of Science Teacher Education 21:3, pages 371-388.
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Articles from other publishers (34)
Duygu BİLEN. (2023) Examination of the Relationship between University Students’ Perceptions Regarding the Chemistry Laboratory Environment and their Chemistry Laboratory Anxiety. International e-Journal of Educational Studies 7:13, pages 65-74.
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Patrice Venturini & Jean-Marie Boilevin. (2021) La formation des enseignants de sciences et technologies, enjeu pour le futur et champ de recherche à développerThe science and technology teachers training, a challenge for the future and a research field to develop. RDST:23, pages 9-27.
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Avi Hofstein & Muhamad Hugerat. 2021. Teaching and Learning in the School Chemistry Laboratory. Teaching and Learning in the School Chemistry Laboratory
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İzzet KURBANOGLU & Mithat TAKUNYACI. (2021) A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and AttitudesA Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes. Journal of Family Counseling and Education 6:1, pages 47-56.
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Ron Blonder & Ruth Waldman. 2021. Research Anthology on Facilitating New Educational Practices Through Communities of Learning. Research Anthology on Facilitating New Educational Practices Through Communities of Learning
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Sangwoo Ha & Minchul Kim. (2020) Challenges of designing and carrying out laboratory experiments about Newton's second law. Science & Education 29:5, pages 1389-1416.
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Paweł Bernard & Karol Dudek-Różycki. (2020) THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE. Journal of Baltic Science Education 19:2, pages 201-219.
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Lucila T. Rudge & Althea M. Gyde. (2019) What If We Can't Apply What We Have Learned?. International Journal of Teacher Education and Professional Development 2:2, pages 24-36.
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Avi Hofstein, Iyad Dkeidek, Dvora Katchevitch, Tami Levy Nahum, Mira Kipnis, Oshrit Navon, Relly Shore, Dorit Taitelbaum & Rachel Mamlok-Naaman. (2019) Research on and Development of Inquiry-Type Chemistry Laboratories in Israel. Israel Journal of Chemistry 59:6-7, pages 514-523.
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Paweł Bernard, Karol Dudek-Różycki & Kinga Orwat. (2019) INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS. Journal of Baltic Science Education 18:2, pages 184-196.
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Ron Blonder & Ruth Waldman. 2019. Mobile Technologies in Educational Organizations. Mobile Technologies in Educational Organizations
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Jana Heinz, Margareta Enghag, Iva Stuchlikova, Gultekin Cakmakci, Ran Peleg & Ayelet Baram-Tsabari. (2016) Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. Cultural Studies of Science Education 12:3, pages 677-708.
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Namudar İzzet Kurbanoğlu & Mithat Takunyacı. (2017) DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS. Journal of Baltic Science Education 16:4, pages 592-598.
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Sinem DİNÇOL ÖZGÜR, Zühal ODABAŞI & Ümit Işık ERDOĞAN. (2017) ÖĞRETMEN ADAYLARINI KİMYA LABORATUVAR UYGULAMALARI İLE ÖĞRETMENLİK MESLEĞİNE HAZIRLAMA. Elektronik Sosyal Bilimler Dergisi 16:61, pages 534-534.
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Nalan Akkuzu & Melis Arzu Uyulgan. (2017) Step by step learning using the I diagram in the systematic qualitative analyses of cations within a guided inquiry learning approach. Chemistry Education Research and Practice 18:4, pages 641-658.
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Ron Blonder & Rachel Mamlok-Naaman. (2014) LEARNING ABOUT TEACHING THE EXTRACURRICULAR TOPIC OF NANOTECHNOLOGY AS A VEHICLE FOR ACHIEVING A SUSTAINABLE CHANGE IN SCIENCE EDUCATION. International Journal of Science and Mathematics Education 14:3, pages 345-372.
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Rachel Mamlok-Naaman, Dvora Katchevich & Avi Hofstein. 2016. Science Education Research and Practice in Asia. Science Education Research and Practice in Asia
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Greg Smith. (2014) The Impact of a Professional Development Programme on Primary Teachers’ Classroom Practice and Pupils’ Attitudes to Science. Research in Science Education 45:2, pages 215-239.
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Chee-Kit Looi, Daner Sun, Longkai Wu, Peter Seow, Gean Chia, Lung-Hsiang Wong, Elliot Soloway & Cathy Norris. (2014) Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale. Computers & Education 77, pages 101-115.
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Chee-Kit Looi, Daner Sun, Peter Seow & Gean Chia. (2014) Enacting a technology-based science curriculum across a grade level: The journey of teachers' appropriation. Computers & Education 71, pages 222-236.
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Canan Koçak. (2013) THE EFFECTS OF PROCESS-BASED TEACHING MODEL ON STUDENT TEACHERS’ LOGICAL/INTUITIVE THINKING SKILLS AND ACADEMIC PERFORMANCES. Journal of Baltic Science Education 12:5, pages 640-651.
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Jer-Yann Lin & Ding-Ying Guo. (2011) Undergraduates' Criteria to Justify Claims Proposed after Laboratory Experiments. Education Research International 2011, pages 1-11.
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Zehra Özdilek & Sevgul Calis. (2010) The effect of pre-service science teachers’ prior experiences on their interests about chemistry experiments. Procedia - Social and Behavioral Sciences 2:2, pages 4863-4867.
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