SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Miray Tekkumru-Kisa, Mary Kay Stein, Christian Schunn, A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science, Journal of Research in Science Teaching, 2015, 52, 5
  2. 2
    Quinn Langfitt, Liv Haselbach, R. Justin Hougham, Artifact-Based Energy Literacy Assessment Utilizing Rubric Scoring, Journal of Professional Issues in Engineering Education and Practice, 2015, 141, 2, C5014002

    CrossRef

  3. 3
    Judith Morrison, Amy Roth McDuffie, Brian French, Identifying Key Components of Teaching and Learning in a STEM School, School Science and Mathematics, 2015, 115, 5
  4. 4
    Pi-Hsia Wang, Pai-Lu Wu, Ker-Wei Yu, Yi-Xian Lin, Influence of Implementing Inquiry-based Instruction on Science Learning Motivation and Interest: A Perspective of Comparison, Procedia - Social and Behavioral Sciences, 2015, 174, 1292

    CrossRef

  5. 5
    Brad Hoge, Gamification: Concepts, Methodologies, Tools, and Applications, 2015,

    CrossRef

  6. 6
    Ingrid Weiland, Elisa Pokral, Kristin Cook, STEM Education: Concepts, Methodologies, Tools, and Applications, 2015,

    CrossRef

  7. 7
    Aman Yadav, Megan Vinh, Gregory M. Shaver, Peter Meckl, Stephanie Firebaugh, Case-based instruction: Improving students' conceptual understanding through cases in a mechanical engineering course, Journal of Research in Science Teaching, 2014, 51, 5
  8. 8
    Clyde Tamaru, Roxanne D. Haverkort-Yeh, Kelvin D. Gorospe, Malia Ana J. Rivera, Exploring larval development and applications in marine fish aquaculture using pink snapper embryos, Journal of Biological Education, 2014, 48, 4, 231

    CrossRef

  9. 9
    Eulsun Seung, Soonhye Park, Jinhong Jung, Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection, Research in Science Education, 2014, 44, 4, 507

    CrossRef

  10. 10
    Saide Karaçalli, Fikret Korur, The Effects of Project-Based Learning on Students' Academic Achievement, Attitude, and Retention of Knowledge: The Subject of “Electricity in Our Lives”, School Science and Mathematics, 2014, 114, 5
  11. 11
    Erica Rosenfeld Halverson, Kimberly Sheridan, The Maker Movement in Education, Harvard Educational Review, 2014, 84, 4, 495

    CrossRef

  12. 12
    Brad Hoge, Transforming K-12 Classrooms with Digital Technology, 2014,

    CrossRef

  13. 13
    Ingrid Weiland, Elisa Pokral, Kristin Cook, Handbook of Research on Pedagogical Innovations for Sustainable Development, 2014,

    CrossRef

  14. 14
    Carlos Vega, Camilo Jiménez, Jorge Villalobos, A scalable and incremental project-based learning approach for CS1/CS2 courses, Education and Information Technologies, 2013, 18, 2, 309

    CrossRef

  15. 15
    John Saye, Social Studies Inquiry Research Col, Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests, Theory & Research in Social Education, 2013, 41, 1, 89

    CrossRef

  16. 16
    Kathy Swan, Mark Hofer, Examining Student-Created Documentaries as a Mechanism for Engaging Students in Authentic Intellectual Work, Theory & Research in Social Education, 2013, 41, 1, 133

    CrossRef

  17. 17
    Susan Gomez Zwiep, Babette M. Benken, EXPLORING TEACHERS’ KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING, International Journal of Science and Mathematics Education, 2013, 11, 2, 299

    CrossRef

  18. 18
    Ke Zhao, Computer-Assisted Foreign Language Teaching and Learning, 2013,

    CrossRef

  19. 19
    Mary Shea, Rosemary Murray, School-Based Interventions for Struggling Readers, K-8, 2013,

    CrossRef

  20. 20
    Kevin A. Gee, Kenneth K. Wong, A cross national examination of inquiry and its relationship to student performance in science: Evidence from the Program for International Student Assessment (PISA) 2006, International Journal of Educational Research, 2012, 53, 303

    CrossRef

  21. 21
    Mesut Saçkes, Kathy Cabe Trundle, Bruce W. Tuckman, Lawrence A. Krissek, Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire, The Journal of Experimental Education, 2012, 80, 4, 338

    CrossRef

  22. 22
    Donna King, New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning, Studies in Science Education, 2012, 48, 1, 51

    CrossRef

  23. 23
    Christine M. Knaggs, Rebecca M. Schneider, Thinking Like a Scientist: Using Vee-Maps to Understand Process and Concepts in Science, Research in Science Education, 2012, 42, 4, 609

    CrossRef

  24. 24
    Jonathan Singer, Christine Lotter, Robert Feller, Harry Gates, Exploring a Model of Situated Professional Development: Impact on Classroom Practice, Journal of Science Teacher Education, 2011, 22, 3, 203

    CrossRef

  25. 25
    Maria Odete Valente, Jesuina Fonseca, Joseph Conboy, Inquiry science teaching in Portugal and some other countries as measured by PISA 2006, Procedia - Social and Behavioral Sciences, 2011, 12, 255

    CrossRef

  26. 26
    Abdelkrim Hasni, Fatima Bousadra, Bernard Marcos, L’enseignement par projets en sciences et technologies : de quoi parle-t-on et comment justifie-t-on le recours à cette approche?, Nouveaux c@hiers de la recherche en éducation, 2011, 14, 1, 7

    CrossRef

  27. 27
    David E. Kanter, Doing the project and learning the content: Designing project-based science curricula for meaningful understanding, Science Education, 2010, 94, 3
  28. 28
    Carla Johnson, Jamison Fargo, Jane Butler Kahle, The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science, School Science and Mathematics, 2010, 110, 3
  29. 29
    David E. Kanter, Spyros Konstantopoulos, The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices, Science Education, 2010, 94, 5
  30. 30
    Carla C. Johnson, An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science, Journal of Science Teacher Education, 2009, 20, 3, 287

    CrossRef

  31. 31
    Kimberly J. Vannest, Benjamin A. Mason, Leanne Brown, Nicole Dyer, Shell Maney, Tufan Adiguzel, Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education, Journal of Science Teacher Education, 2009, 20, 4, 353

    CrossRef

  32. 32
    Ralf Hansmann, Linking the components of a university program to the qualification profile of graduates: The case of a sustainability-oriented environmental science curriculum, Journal of Research in Science Teaching, 2009, 46, 5
  33. 33
    Kay N. Drake, Deborah Long, Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms, Journal of Elementary Science Education, 2009, 21, 1, 1

    CrossRef

  34. 34
    Robert H. Tai, Philip M. Sadler, Same Science for All? Interactive association of structure in learning activities and academic attainment background on college science performance in the USA, International Journal of Science Education, 2009, 31, 5, 675

    CrossRef

  35. 35
    Ornit Spektor-Levy, Bat-Sheva Eylon, Zahava Scherz, TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE?, International Journal of Science and Mathematics Education, 2009, 7, 5, 875

    CrossRef

  36. 36
    Frances Lawrenz, Nathan B. Wood, Allison Kirchhoff, Nam Keol Kim, Arthur Eisenkraft, Variables affecting physics achievement, Journal of Research in Science Teaching, 2009, 46, 9
  37. 37
    B. E. Timmerman, D. C. Strickland, S. M. Carstensen, Curricular reform and inquiry teaching in biology: where are our efforts most fruitfully invested?, Integrative and Comparative Biology, 2008, 48, 2, 226

    CrossRef

  38. 38
    Orna Fallik, Bat-Sheva Eylon, Sherman Rosenfeld, Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model, Journal of Science Teacher Education, 2008, 19, 6, 565

    CrossRef

  39. 39
    Ornit Spektor-Levy, Bat-Sheva Eylon, Zahava Scherz, Teaching communication skills in science: Tracing teacher change, Teaching and Teacher Education, 2008, 24, 2, 462

    CrossRef

  40. 40
    Edna Tan, Angela Calabrese Barton, Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny, Cultural Studies of Science Education, 2008, 3, 1, 43

    CrossRef

  41. 41
    Carla C. Johnson, Jane Butler Kahle, Jamison D. Fargo, A study of the effect of sustained, whole-school professional development on student achievement in science, Journal of Research in Science Teaching, 2007, 44, 6
  42. 42
    Sreyashi Jhumki Basu, Angela Calabrese Barton, Developing a sustained interest in science among urban minority youth, Journal of Research in Science Teaching, 2007, 44, 3
  43. 43
    Carla C. Johnson, Effective Science Teaching, Professional Development and No Child Left Behind: Barriers, Dilemmas, and Reality, Journal of Science Teacher Education, 2007, 18, 2, 133

    CrossRef

  44. 44
    Zahra Hazari, Robert H. Tai, Philip M. Sadler, Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors, Science Education, 2007, 91, 6
  45. 45
    Jonathan Singer, Michelle A. Maher, Preservice Teachers and Technology Integration: Rethinking Traditional Roles, Journal of Science Teacher Education, 2007, 18, 6, 955

    CrossRef

  46. 46
    John W. Saye, Thomas Brush, Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms, Theory & Research in Social Education, 2007, 35, 2, 196

    CrossRef

  47. 47
    Dawn Del Carlo, George Bodner, Dishonesty in the biochemistry classroom laboratory: A synthesis of causes and prevention, Biochemistry and Molecular Biology Education, 2006, 34, 5
  48. 48
    Alfred Posch, M. Stauffacher, A.I. Walter, D.J. Lang, A. Wiek, R.W. Scholz, Learning to research environmental problems from a functional socio-cultural constructivism perspective, International Journal of Sustainability in Higher Education, 2006, 7, 3, 252

    CrossRef

  49. 49
    Angela F. L. Wong, Choon-Lang Quek, Shanti Divaharan, Woon-Chia Liu, Jarina Peer, Michael D. Williams, Singapore Students’ and Teachers’ Perceptions of Computer-Supported Project Work Classroom Learning Environments, Journal of Research on Technology in Education, 2006, 38, 4, 449

    CrossRef

  50. 50
    Erin Marie Furtak, The problem with answers: An exploration of guided scientific inquiry teaching, Science Education, 2006, 90, 3
  51. 51
    Nathan B. Wood, Frances Lawrenz, Douglas Huffman, Matt Schultz, Viewing the school environment through multiple lenses: In search of school-level variables tied to student achievement, Journal of Research in Science Teaching, 2006, 43, 3
  52. 52
    Barbara Hug, George Reese, Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools, 2006,

    CrossRef

  53. 53
    Patricia A. Forster *, Data analysis in physics examination, International Journal of Mathematical Education in Science and Technology, 2005, 36, 4, 317

    CrossRef

  54. 54
    Rebecca M. Schneider, Joseph Krajcik, Phyllis Blumenfeld, Enacting reform-based science materials: The range of teacher enactments in reform classrooms, Journal of Research in Science Teaching, 2005, 42, 3
  55. 55
    Miri Barak, Yehudit Judy Dori, Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment, Science Education, 2005, 89, 1
  56. 56
    Angela Calabrese Barton, Pamela D. Koch, Isobel R. Contento, Sumi Hagiwara, From Global Sustainability to Inclusive Education: Understanding urban children’s ideas about the food system, International Journal of Science Education, 2005, 27, 10, 1163

    CrossRef

  57. 57
    John L. Rudolph, Inquiry, instrumentalism, and the public understanding of science, Science Education, 2005, 89, 5
  58. 58
    Phil Seok Oh, Myeong-Kyeong Shin, Students’ Reflections on Implementation of Group Investigation in Korean Secondary Science Classrooms, International Journal of Science and Mathematics Education, 2005, 3, 2, 327

    CrossRef

  59. 59
    Mark van’t Hooft, The Effect of the “Ohio Schools Going Solar” Project on Student Perceptions of the Quality of Learning in Middle School Science, Journal of Research on Technology in Education, 2005, 37, 3, 221

    CrossRef

  60. 60
    Betty J. Young, Sharon K. Lee, The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement, Journal of Science Education and Technology, 2005, 14, 5-6, 471

    CrossRef

  61. 61
    Alec M. Bodzin, Karen M. Beerer, Promoting inquiry-based science instruction: The validation of the Ccience Teacher Inquiry Rubric (STIR), Journal of Elementary Science Education, 2003, 15, 2, 39

    CrossRef

  62. 62
    Eugenia Etkina, Terry Matilsky, Michael Lawrence, Pushing to the edge: Rutgers astrophysics institute motivates talented high school students, Journal of Research in Science Teaching, 2003, 40, 10