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Journal of Science Teacher Education Volume 29, 2018 - Issue 4
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Articles

Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science

Yang YangGraduate School of Education, University at Buffalo, SUNY, Buffalo, New York, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-1026-0231View further author information
ORCID Icon,
Xiufeng LiuGraduate School of Education, University at Buffalo, SUNY, Buffalo, New York, USAView further author information
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Joseph A. Gardella Jr.Department of Chemistry, University at Buffalo, SUNY, Buffalo, New York, USAView further author information
Pages 263-282 | Published online: 06 Mar 2018

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Pamela Esprívalo Harrell, Ruthanne Thompson & Julie Waid. (2023) Using inquiry-based learning to develop Earth science pedagogical content knowledge: impact of a long-term professional development program. Research in Science & Technological Education 41:4, pages 1519-1538.
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Christina Tsaliki, Pinelopi Papadopoulou, George Malandrakis & Petros Kariotoglou. (2022) Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?. Journal of Science Teacher Education 33:8, pages 815-836.
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Shiyi Chen, Rachel Louise Geesa, Burcu Izci & Hyuksoon Song. (2022) Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support. The Teacher Educator 57:3, pages 304-324.
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Joan N. Kaderavek, Peter Paprzycki, Charlene M. Czerniak, Susanna Hapgood, Gale Mentzer, Scott Molitor & Robert Mendenhall. (2020) Longitudinal impact of early childhood science instruction on 5th grade science achievement. International Journal of Science Education 42:7, pages 1124-1143.
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