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International Journal of Science Education Volume 37, 2015 - Issue 1
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Original Articles

The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development

Lindsay B. WheelerCurry School of Education, University of Virginia, Charlottesville, VA, USACorrespondence[email protected]
,
Randy L. BellCollege of Education, Oregon State University, Corvallis, OR, USA
,
Brooke A. WhitworthCenter for Science Teaching & Learning, Northern Arizona University, Flagstaff, AZ, USA
&
Jennifer L. MaengCurry School of Education, University of Virginia, Charlottesville, VA, USA
Pages 55-81 | Published online: 30 Sep 2014

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Read on this site (1)

Sarah B. Boesdorfer, Dawn I. Del Carlo & Jessica Wayson. (2019) Secondary Science Teachers’ Reported Practices and Beliefs on Teaching and Learning from a Large National Sample in the United States. Journal of Science Teacher Education 30:8, pages 815-837.
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Articles from other publishers (2)

Christine R. Lotter, Stephen Thompson, Tammiee S. Dickenson, Whitney F. Smiley, Genine Blue & Mary Rea. (2016) The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs. International Journal of Science and Mathematics Education 16:2, pages 255-273.
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Lindsay B. Wheeler, Jennifer L. Maeng & Brooke A. Whitworth. (2015) Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course. Chemistry Education Research and Practice 16:4, pages 824-842.
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