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Tonje Tomine Seland Strat, Ellen Karoline Henriksen & Kirsti Marie Jegstad. (2023) Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education 0:0, pages 1-59.
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Michel Grangeat, Christine Harrison & Jens Dolin. (2021) Exploring assessment in STEM inquiry learning classrooms. International Journal of Science Education 43:3, pages 345-361.
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Scott McDonald, Paul Grimes, Leanne Doughty, Odilla Finlayson, Eilish McLoughlin & Paul van Kampen. (2019) A Workshop Approach to Developing the Professional Pedagogical Vision of Irish Secondary Preservice Science Teachers. Journal of Science Teacher Education 30:5, pages 434-460.
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Diogo Martins Gomes & Veronica McCauley. (2016) Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach. International Journal of Science Education 38:14, pages 2259-2283.
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Hsiang-Ting Chen, Hsin-Hui Wang, Huann-Shyang Lin, Frances P. Lawrenz & Zuway-R. Hong. (2014) Longitudinal Study of an After-school, Inquiry-based Science Intervention on Low-achieving Children's Affective Perceptions of Learning Science. International Journal of Science Education 36:13, pages 2133-2156.
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Articles from other publishers (21)
Alexandra C. Cooper & Molly S. Bolger. (2023) The Classroom‐Research‐Mentoring Framework: A lens for understanding science practice‐based instruction. Science Education 108:1, pages 275-307.
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Yafeng Pan, Suzanne Dikker, Yi Zhu, Cuirong Yang, Yi Hu & Pavel Goldstein. (2022) Instructor-learner body coupling reflects instruction and learning. npj Science of Learning 7:1.
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Jianwei Zhang, Yan Tian, Guangji Yuan & Dan Tao. (2022) Epistemic agency for costructuring expansive knowledge‐building practices. Science Education 106:4, pages 890-923.
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Arzu TANIŞ ÖZÇELİK. (2021) SINIF ÖĞRETMENİ ADAYLARININ ARAŞTIRMA SORGULAMAYA DAYALI FEN ÖĞRETİMİNDE BİLİM DEFTERİ KULLANIMI HAKKINDAKİ GÖRÜŞLERİELEMENTARY PRESERVICE TEACHERS’ VIEWS ABOUT THE USE OF SCIENCE NOTEBOOKS IN INQUIRY BASED SCIENCE TEACHING. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 21:2, pages 540-558.
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Beatriz Crujeiras-Pérez & Pablo Brocos. (2021) Pre-service teachers' use of epistemic criteria in the assessment of scientific procedures for identifying microplastics in beach sand. Chemistry Education Research and Practice 22:2, pages 237-246.
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Tim Post & Juliette H. Walma Van Der Molen. (2020) Effects of a Longitudinal School Development Program on Primary Teachers’ Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices. Teachers College Record: The Voice of Scholarship in Education 122:12, pages 1-62.
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J H Nunaki, S I R Siagian, E Nusantari, N Y Kandowangko & I Damopolii. (2020) Fostering students’ process skills through inquiry-based science learning implementation. Journal of Physics: Conference Series 1521:4, pages 042030.
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Lisa Marco-Bujosa, Abigail Jurist Levy & Katherine McNeill. (2018) A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First. Research in Science Education 50:1, pages 79-98.
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Jonathan F. Osborne, Hilda Borko, Evan Fishman, Florencia Gomez Zaccarelli, Eric Berson, K. C. Busch, Emily Reigh & Anita Tseng. (2019) Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation. American Educational Research Journal 56:4, pages 1067-1112.
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L. López-Lozano, E. Solís & P. Azcárate. (2017) Evolution of Ideas About Assessment in Science: Incidence of a Formative Process. Research in Science Education 48:5, pages 915-937.
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Eve Manz & Enrique Suárez. (2018) Supporting teachers to negotiate uncertainty for science, students, and teaching. Science Education 102:4, pages 771-795.
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Mandy Biggers. (2017) Questioning Questions: Elementary Teachers’ Adaptations of Investigation Questions Across the Inquiry Continuum. Research in Science Education 48:1, pages 1-28.
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Marjolein Dobber, Rosanne Zwart, Marijn Tanis & Bert van Oers. (2017) Literature review: The role of the teacher in inquiry-based education. Educational Research Review 22, pages 194-214.
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Inge Timoštšuk. (2016) Primary Science Teaching – Is it Integral and Deep Experience For Students?. Discourse and Communication for Sustainable Education 7:1, pages 82-99.
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JULIA D. PLUMMER & ARZU TANIS OZCELIK. (2015) Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy. Science Education 99:5, pages 932-957.
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Inge Timostsuk. (2015) Domains of Science Pedagogical Content Knowledge in Primary Student Teachers’ Practice Experiences. Procedia - Social and Behavioral Sciences 197, pages 1665-1671.
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Lucy Avraamidou. (2014) Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education 65:3, pages 223-240.
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Mandy Biggers, Cory T. Forbes & Laura Zangori. (2013) Elementary Teachers' Curriculum Design and Pedagogical Reasoning for Supporting Students' Comparison and Evaluation of Evidence-Based Explanations. The Elementary School Journal 114:1, pages 48-72.
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