Mediators of a Preservice Teacher’s Use of the Inquiry-Application Instructional Model

References

• AbellSKBryanLAAndersonMAInvestigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparationScience Education19988249150910.1002/(SICI)1098-237X(199807)82:4<491::AID-SCE5>3.0.CO;2-6
   Web of Science ®Google Scholar
• AbrahamMRFraserBJTobinKGThe learning cycle approach as a strategy for instruction in scienceInternational handbook of science education1998BostonKluwer513524
   Google Scholar
• AndersonCWTeaching science for motivation and understanding2003East Lansing, MIMichigan State University
   Google Scholar
• AtkinJMKarplusRDiscovery of invention?The Science Teacher1962294551
   Google Scholar
• BallDLFeiman-NemserSUsing textbooks and teachers’ guides: A dilemma for beginning teachers and teacher educatorsCurriculum Inquiry19881840142310.2307/1179386
   Web of Science ®Google Scholar
• BehmSLLloydGMRemillardJTHerbal-EisenmannBALloydGMFactors influencing student teachers’ use of mathematics curriculum materialsMathematics teachers at work: Connecting curriculum materials and classroom instruction2009New YorkRoutledge223244
   Google Scholar
• BeyerCJDavisEASupporting preservice elementary teachers’ critique and adaptation of science lesson plans using educative curriculum materialsJournal of Science Teacher Education20092051753610.1007/s10972-009-9148-5
   Google Scholar
• BorkoHShavelsonRJJonesBFIdolLTeacher decision makingDimensions of thinking and cognitive instruction1990Hillsdale, NJLawrence Erlbaum Associates331346
   Google Scholar
• BrownMWRemillardJTHerbal-EisenmannBALloydGMThe teacher-tool relationship: Theorizing the design and use of curriculum materialsMathematics teachers at work: Connecting curriculum materials and classroom instruction2009New YorkRoutledge1736
   Google Scholar
• BrownALCampioneJCSchaubleLGlaserRPsychological theory and the design of innovative learning environments: On procedures, principles, and systemsInnovations in learning: New environments for education1996Mahwah, NJErlbaum289325
   Google Scholar
• BrownJSCollinsADuguidPSituated cognition and the culture of learningEducational Researcher1989183242
   Google Scholar
• BryanLAAbellSKDevelopment of professional knowledge in learning to teach elementary scienceJournal of Research in Science Teaching19993612113910.1002/(SICI)1098-2736(199902)36:2<121::AID-TEA2>3.0.CO;2-U
   Web of Science ®Google Scholar
• BulloughRVJrBeginning teacher curriculum decision making, personal teaching metaphors, and teacher educationTeaching & Teacher Education1992823925210.1016/0742-051X(92)90023-V
   Web of Science ®Google Scholar
• BybeeRWAchieving scientific literacy1997Portsmouth, NHHeinemann
   Google Scholar
• BybeeRWTaylorJAGardnerAScotterPPowellJCWestbrookAet al.The BSCS 5E instructional model: Origins and effectiveness2006Colorado Springs, COBSCS
   Google Scholar
• CollopyRCurriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learningThe Elementary School Journal200310328731110.1086/499727
   Web of Science ®Google Scholar
• CrawfordBLearning to teach science as inquiry in the rough and tumble of practiceJournal of Research in Science Teaching20074461364210.1002/tea.20157
   Web of Science ®Google Scholar
• DavisEAPreservice elementary teachers’ critique of instructional materials for scienceScience Education20069034837510.1002/sce.20110
   Web of Science ®Google Scholar
• DavisEAKrajcikJDesigning educative curriculum materials to support teacher learningEducational Researcher200434331410.3102/0013189X034003003
   Google Scholar
• DavisEAPetishDSmitheyJChallenges new science teachers faceReview of Educational Research200676460765110.3102/00346543076004607
   Web of Science ®Google Scholar
• DavisEASmitheyJBeginning teachers moving toward effective elementary science teachingScience Education20099374577010.1002/sce.20311
   Web of Science ®Google Scholar
• EricksonFWittrockMCQualitative methods in teachingHandbook on research in teaching1986New YorkMacmillian119161
   Google Scholar
• EricksonFFraserBJTobinKGQualitative research methods for science educationInternational handbook of science education1998Great BritainKluwer1151173
   Google Scholar
• ForbesCTDavisEAThe development of preservice elementary teachers’ curricular role identity for science teachingScience Education20089290994010.1002/sce.20265
   Web of Science ®Google Scholar
• ForbesCTDavisEAExploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issuesScience & Education2008178–989854
   Google Scholar
• ForbesCTDavisEABeginning elementary teachers’ beliefs about the use of anchoring questions in science: A longitudinal studyScience Education201094365387
   Web of Science ®Google Scholar
• Gunckel, K. L. (2008). Preservice elementary teachers learning to use curriculum tools to plan and teach science lessons. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
   Google Scholar
• Gunckel, K. L., Bae, M., & Smith, E. L. (2007). Using instructional models to promote effective use of curriculum materials among preservice elementary teachers. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
   Google Scholar
• KarplusRTheirHDA new look at elementary school science1967ChicagoRand McNally
   Google Scholar
• KesidouSRosemanJEHow well do middle school science programs measure up? Findings from Project 2061’s curriculum reviewJournal of Research in Science Teaching20023952254910.1002/tea.10035
   Web of Science ®Google Scholar
• LemkeJTalking science: Language, learning, and values1990Norwood, NJAblex
   Google Scholar
• MikeskaJNAndersonCWSchwarzCVPrincipled reasoning about problems of practiceScience Education20099367868610.1002/sce.20312
   Web of Science ®Google Scholar
• Moore, F., & George, M. (2007). Science teacher education about diversity: Using multiple theoretical perspectives. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
   Google Scholar
• NicolCCCrespoSMLearning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materialsEducational Studies in Mathematics20066233135510.1007/s10649-006-5423-y
   Google Scholar
• PosnerGJStrikeKAHewsonPWGertzogWAAccommodation of a scientific conception: Toward a theory of conceptual changeScience Education19826621122710.1002/sce.3730660207
   Google Scholar
• RemillardJTExamining key concepts in research on teachers’ use of mathematics curriculaReview of Educational Research20057521124610.3102/00346543075002211
   Web of Science ®Google Scholar
• RemillardJTBryansMBTeachers’ orientations toward mathematics curriculum materials: Implications for teacher learningJournal for Research in Mathematics Education20043535238810.2307/30034820
   Web of Science ®Google Scholar
• RothKJFood for plants: Student text and teacher’s guide1997East Lansing, MIMichigan State University
   Google Scholar
• SchneiderRMKrajcikJBlumenfeldPEnacting reform-based science materials: The range of teacher enactments in reform classroomsJournal of Research in Science Teaching20054228331210.1002/tea.20055
   Web of Science ®Google Scholar
• SchwarzCVDeveloping preservice elementary teachers’ knowledge and practices through modeling-centered scientific inquiryScience Education20099372074410.1002/sce.20324
   Web of Science ®Google Scholar
• SchwarzCVGunckelKLSmithELCovittBABaeMEnfieldMet al.Helping elementary preservice teachers learn to use curriculum materials for effective science teachingScience Education200892234537710.1002/sce.20243
   Web of Science ®Google Scholar
• SchwarzCVGwekwerereYNUsing a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teachingScience Education20079115818610.1002/sce.20177
   Web of Science ®Google Scholar
• SharmaAAndersonCWRecontextualization of science from lab to school: Implications for science literacyScience & Education2009181253127510.1007/s11191-007-9112-8
   Web of Science ®Google Scholar
• SimmonsPEEmoryACarterTCokerTFinneganBCrockettDet al.Beginning teachers: Beliefs and classroom actionsJournal of Research in Science Teaching19993693095410.1002/(SICI)1098-2736(199910)36:8<930::AID-TEA3>3.0.CO;2-N
   Web of Science ®Google Scholar
• SmithELGlynnSMYeanyRHBrittonBKA conceptual change model of learning scienceThe psychology of learning science1990Hillsdale, NJErlbaum4363
   Google Scholar
• Smith, E. L. (2001). Strategic approaches to achieving science learning goals. Paper presented at the Conference on Improving Science Curriculum Materials Through Research-Based Evaluation, American Association for the Advancement of Science, Washington, DC.
   Google Scholar
• SoutherlandSGess-NewsomeJPreservice teachers’ views of inclusive science teaching as shaped by images of teaching, learning, and knowledgeScience Education19998313115010.1002/(SICI)1098-237X(199903)83:2<131::AID-SCE3>3.0.CO;2-X
   Web of Science ®Google Scholar
• SussmanADr. Art’s guide to planet Earth: For Earthlings ages 12 to 1202000White River Jct., VTChelsea Green Publishing
   Google Scholar
• VygotskyLSMind in society: The development of higher psychological processes1978Cambridge, MAHarvard University Press
   Google Scholar
• WertschJWVoices in the mind: A sociocultural approach to mediated action1991Cambridge, MAHarvard University Press
   Google Scholar
• WindschitlMInquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?Science Education20038711214310.1002/sce.10044
   Web of Science ®Google Scholar
• WindschitlMCultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve2009Washington, DCNational Academies of Science
   Google Scholar
• WindschitlMThompsonJTranscending simple forms of school science investigation: The impact of preservice instruction on teachers’ understandings of model-based inquiryAmerican Educational Research Journal20064378383510.3102/00028312043004783
   Web of Science ®Google Scholar