Science Teachers’ Ability to Self-Calibrate and the Trustworthiness of Their Self-Reporting

References

• Ackerman, P. L., Beier, M. E., & Bowen, K. R. (2002). What we really know about our abilities and our knowledge. Personality and Individual Differences, 33(4), 587–605. doi:10.1016/S0191-8869(01)00174-X
   Web of Science ®Google Scholar
• Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., … Rowland, S. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE-life Sciences Education, 13(1), 29–40. doi:10.1187/cbe.14-01-0004
   PubMed Web of Science ®Google Scholar
• Bartos, S. A., & Lederman, N. G. (2014). Teachers’ knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice. Journal of Research in Science Teaching, 51(9), 1150–1184. doi:10.1002/tea.v51.9
   Web of Science ®Google Scholar
• Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93(2), 322–360. doi:10.1002/sce.v93:2
   Web of Science ®Google Scholar
• Brown, S. L., & Melear, C. T. (2007). Preservice teachers’ research experiences in scientists’ laboratories. Journal of Science Teacher Education, 18(4), 573–597. doi:10.1007/s10972-007-9044-9
   Google Scholar
• Buxner, S. R. (2014). Exploring how research experiences for teachers changes their understandings of the nature of science and scientific inquiry. Journal of Astronomy & Earth Sciences Education, 1(1), 53–68. doi:10.19030/jaese.v1i1.9107
   Google Scholar
• Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Dixon, P., & Wilke, R. A. (2007). The influence of a teacher research experience on elementary teachers’ thinking and instruction. Journal of Elementary Science Education, 19(1), 25–43. doi:10.1007/BF03173652
   Google Scholar
• Enderle, P., Dentzau, M., Roseler, K., Southerland, S., Granger, E., Hughes, R., … Saka, Y. (2014). Examining the influence of RETs on science teacher beliefs and practice. Science Education, 98(6), 1077–1108. doi:10.1002/sce.21127
   Web of Science ®Google Scholar
• Faber, C., Hardin, E., Klein-Gardner, S., & Benson, L. (2014). Development of teachers as scientists in research experiences for teachers programs. Journal of Science Teacher Education, 25(7), 785–806. doi:10.1007/s10972-014-9400-5
   Google Scholar
• Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46(4), 442–459.
   Web of Science ®Google Scholar
• Feldman, A., Divoll, K., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243. doi: 10.1002/sce.21051
   Web of Science ®Google Scholar
• Feldman, A., Ozalp, D., Alshehri, F., Chapman, A., & Vernaza- Hernández, V. (2013, April 6-9). The Impact of an REU and RET Program on Participants' Scientific Research Skills. Paper presented at the Annual meeting of NARST, Rio Grande, Puerto Rico.
   Google Scholar
• Grove, C. M., Dixon, P. J., & Pop, M. M. (2009). Research experiences for teachers: Influences related to expectancy and value of changes to practice in the American classroom. Professional Development in Education, 35(2), 247–260. doi:10.1080/13674580802532712
   Google Scholar
• Herrington, D. G., Luxford, K., & Yezierski, E. J. (2012). Target inquiry: Helping teachers use a research experience to transform their teaching practices. Journal of Chemical Education, 89(4), 442–448. doi:10.1021/ed1006458
   Web of Science ®Google Scholar
• Hughes, R., Molyneaux, K., & Dixon, P. (2012). The role of scientist mentors on teachers’ perceptions of the community of science during a summer research experience. Research in Science Education, 42, 915–941. doi:10.1007/s11165-011-9231-8
   Web of Science ®Google Scholar
• Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191–201. doi:10.1037/0022-0663.92.1.191
   Web of Science ®Google Scholar
• Klein, S. S. (2009). Effective STEM professional development: A biomedical engineering RET site project. International Journal of Engineering Education, 25(3), 523–533.
   Web of Science ®Google Scholar
• Klein-Gardner, S. S., Johnston, M. E., & Benson, L. (2012). Impact of RET teacher-developed curriculum units on classroom experiences for teachers and students. Journal of Pre-College Engineering Education Research, 2(2), 21–35. doi:10.5703/1288284314868
   Google Scholar
• Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
   PubMed Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Lawson, A. E. ( undated). Science attitudes, skills, & knowledge survey (SASKS) form 1. Retrieved February 20, 2016, from http://www.public.asu.edu/~anton1/AssessArticles/Assessments/Science%20Assessments/SASKS1.pdf
   Google Scholar
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318–1347. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326–351. doi:10.1177/0735633115620432
   Web of Science ®Google Scholar
• McLaughlin, C. A., & MacFadden, B. J. (2014). At the elbows of scientists: Shaping science teachers’ conceptions and enactment of inquiry-based instruction. Research in Science Education, 44(6), 927–947. doi:10.1007/s11165-014-9408-z
   Web of Science ®Google Scholar
• Meyer, X. S., & Crawford, B. A. (2015). Multicultural inquiry toward demystifying scientific culture and learning science. Science Education, 99(4), 617–637. doi:10.1002/sce.2015.99.issue-4
   Web of Science ®Google Scholar
• Miranda, R. J., & Damico, J. B. (2013). Science teachers’ beliefs about the influence of their summer research experiences on their pedagogical practices. Journal of Science Teacher Education, 24(8), 1241–1261. doi:10.1007/s10972-012-9331-y
   Google Scholar
• National Research Council. (1996). National science education standards. Washington, DC: National Academies Press.
   Google Scholar
• National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academies Press.
   Google Scholar
• National Research Council. (2012). A framework for k-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
   Google Scholar
• National Science Foundation. (2015). Research experiences for teachers (RET) in engineering and computer science: Program solicitation. Retrieved February 20, 2016, from https://www.nsf.gov/pubs/2015/nsf15536/nsf15536.htm
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2003). The PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills. Retrieved November 15, 2007, from http://www.pisa.oecd.org/dataoecd/46/14/33694881.pdf
   Google Scholar
• Özalp, D. (2014). Science teachers' understandings of science practices before and after the participation in an environmental engineering research experiences for teachers (RET) program. (PhD Dissertation), University of South Florida, Tampa.
   Google Scholar
• Peters-Burton, E., Merz, S. A., Ramirez, E. M., & Saroughi, M. (2015). The effect of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching. Journal of Science Teacher Education, 26(6), 525–548. doi:10.1007/s10972-015-9436-1
   Web of Science ®Google Scholar
• Pop, M. M., Dixon, P., & Grove, C. M. (2010). Research experiences for teacher (RET): Motivation, expectations, and changes to teaching practices due to professional program involvement. Journal of Science Teacher Education, 21(2), 127–147. doi:10.1007/s10972-009-9167-2
   Google Scholar
• Raphael, R., Tobias, S., & Greenberg, R. (1999). Research experience as a component of science and mathematics teacher preparation. Journal of Science Teacher Education, 10(2), 147–158. doi:10.1023/A:1009476025192
   Google Scholar
• Roseler, K., Nguyen, G.-N., Golden, B., & Southerland, S. A. (2012, April 13–17). A summary of impacts of two distinct RET (Research Experience for Teachers) programs: An analysis of 5 years of data. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.
   Google Scholar
• Roth, W.-M., McGinn, M. K., & Bowen, G. M. (1998). How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9(1), 25–48. doi:10.1023/A:1009465505918
   Google Scholar
• Russell, S. H. (2005). Evaluation of NSF support for undergraduate research opportunities: Survey of STEM graduates. draft final report. Arlington, VA: National Science Foundation.
   Google Scholar
• Russell, S. H., & Hancock, M. P. (2007). Evaluation of the research experiences for teachers (RET) program: 2001-2006. Menlo Park, CA: SRI International.
   Google Scholar
• Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2009). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235–256.
   Web of Science ®Google Scholar
• Saka, Y. (2013). Who are the science teachers that seek professional development in research experience for teachers (RET’s)? Implications for teacher professional development. Journal of Science Education and Technology, 22(6), 934–951. doi:10.1007/s10956-013-9440-1
   Web of Science ®Google Scholar
• Schwab, J. J. (1978). Education and the structure of the disciplines. In I. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education: Selected essays [of Joseph J. Schwab] (pp. 229–272). Chicago, IL: University of Chicago Press.
   Google Scholar
• Schwartz, R. S., Westerlund, J. F., Garcia, D. M., & Taylor, T. A. (2010). The impact of full immersion scientific research experiences on teachers’ views of the nature of science. Electronic Journal of Science Education, 14(1), 1–41.
   Google Scholar
• Silverstein, S. C., Dubner, J., Miller, J., Giled, S., & Loike, J. D. (2009). Teachers’ participation in research programs improves their students’ achievement in science. Science, 326(5951), 440–443. doi:10.1126/science.1177344
   PubMed Web of Science ®Google Scholar
• Stolp, S., & Zabrucky, K. M. (2009). Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension. International Electronic Journal of Elementary Education, 2(1), 1–31.
   Google Scholar
• Wayson, J., Boesdorfer, S., & Del Carlo, D. (2016, January 7–9). Impact of research experiences on secondary science teachers’ teaching beliefs and practices. Paper presented at the Annual Meeting of the Association for Science Teacher Education, Reno, NV.
   Google Scholar
• Westerlund, J. F., Garcia, D. M., & Koke, J. R. (2002). Summer scientific research for teachers: The experience and its effect. Journal of Science Teacher Education, 13(1), 63–83. doi:10.1023/A:1015133926799
   Google Scholar
• Wilcox, J. M. B. (1995). A comparison of teachers’, students’ and administrators’ perceptions of teaching performance quality in selected k-12 schools ( Ph.D. Dissertation). Iowa State University, Ames, IA.
   Google Scholar