SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Caitlin Barnes, Julie Angle, Diane Montgomery, Teachers Describe Epistemologies of Science Instruction Through Q Methodology, School Science and Mathematics, 2015, 115, 3
  2. 2
    Dermot Francis Donnelly, Oliver McGarr, John O'Reilly, ‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms, International Journal of Science Education, 2014, 36, 12, 2029

    CrossRef

  3. 3
    Todd Campbell, Rebecca Zuwallack, Max Longhurst, Brett E. Shelton, Paul G. Wolf, An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development, International Journal of Science Education, 2014, 36, 11, 1815

    CrossRef

  4. 4
    Siham Al-Amoush, Silvija Markic, Muhammet Usak, Mehmet Erdogan, Ingo Eilks, BELIEFS ABOUT CHEMISTRY TEACHING AND LEARNING—A COMPARISON OF TEACHERS’ AND STUDENT TEACHERS’ BELIEFS FROM JORDAN, TURKEY AND GERMANY, International Journal of Science and Mathematics Education, 2014, 12, 4, 767

    CrossRef

  5. 5
    Kihyun Ryoo, Marcia C. Linn, Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations, Journal of Research in Science Teaching, 2014, 51, 2
  6. 6
    Bhawna Chowdhary, Xiufeng Liu, Randy Yerrick, Erica Smith, Brooke Grant, Examining Science Teachers’ Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices, Journal of Science Teacher Education, 2014, 25, 8, 865

    CrossRef

  7. 7
    Makomosela Qhobela, Eunice Kolitsoe Moru, EXAMINING SECONDARY SCHOOL PHYSICS TEACHERS’ BELIEFS ABOUT TEACHING AND CLASSROOM PRACTICES IN LESOTHO AS A FOUNDATION FOR PROFESSIONAL DEVELOPMENT, International Journal of Science and Mathematics Education, 2014, 12, 6, 1367

    CrossRef

  8. 8
    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

  9. 9
    Erin Marie Furtak, Sara C. Heredia, Exploring the influence of learning progressions in two teacher communities, Journal of Research in Science Teaching, 2014, 51, 8
  10. 10
    Stacy Olitsky, Facilitating Changes in College Teaching Practices: Instructional Reform, Identity Conflict and Professional Community in a K-20 Partnership, Research in Science Education, 2014,

    CrossRef

  11. 11
    Heike Brauer, Stephanie Balster, Matthias Wilde, Lehr- und Lernvorstellungen künftig Lehrender zum Lernen von Schülerinnen und Schülern im Fach Biologie, Zeitschrift für Didaktik der Naturwissenschaften, 2014, 20, 1, 191

    CrossRef

  12. 12
    Haim Eshach, Yair Dor-Ziderman, Yana Yefroimsky, Question Asking in the Science Classroom: Teacher Attitudes and Practices, Journal of Science Education and Technology, 2014, 23, 1, 67

    CrossRef

  13. 13
    Ida Kukliansky, Itai Shosberger, Haim Eshach, SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS, ATTITUDES, AND BEHAVIORS, International Journal of Science and Mathematics Education, 2014,

    CrossRef

  14. 14
    Haim Eshach, Hsin-Kai Wu, Fu-Kwun Hwang, Ying-Shao Hsu, Whole Class Dialogic Discussion Meets Taiwan’s Physics Teachers: Attitudes and Culture, Journal of Science Education and Technology, 2014, 23, 1, 183

    CrossRef

  15. 15
    Vicente Talanquer, Debra Tomanek, Ingrid Novodvorsky, Assessing students' understanding of inquiry: What do prospective science teachers notice?, Journal of Research in Science Teaching, 2013, 50, 2
  16. 16
    DIANE SILVA PIMENTEL, KATHERINE L. McNEILL, Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs, Science Education, 2013, 97, 3
  17. 17
    Nasser Mansour, Consistencies and Inconsistencies Between Science Teachers’ Beliefs and Practices, International Journal of Science Education, 2013, 35, 7, 1230

    CrossRef

  18. 18
    Stephen M. Ritchie, Kenneth Tobin, Maryam Sandhu, Satwant Sandhu, Senka Henderson, Wolff-Michael Roth, Emotional arousal of beginning physics teachers during extended experimental investigations, Journal of Research in Science Teaching, 2013, 50, 2
  19. 19
    Dermot Donnelly, John O’Reilly, Oliver McGarr, Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory, Research in Science Education, 2013, 43, 4, 1571

    CrossRef

  20. 20
    Chung-Hsien Tseng, Hsiao-Lin Tuan, Chi-Chin Chin, How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers, Research in Science Education, 2013, 43, 2, 809

    CrossRef

  21. 21
    Carol Rees, Richard Pardo, Jennifer Parker, Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework, Journal of Science Teacher Education, 2013, 24, 3, 475

    CrossRef

  22. 22
    Christine Lotter, Gregory T. Rushton, Jonathan Singer, Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?, Journal of Science Teacher Education, 2013, 24, 8, 1263

    CrossRef

  23. 23
    Benny Hin Wai Yung, Yan Zhu, Siu Ling Wong, Man Wai Cheng, Fei Yin Lo, Teachers’ and Students’ Conceptions of Good Science Teaching, International Journal of Science Education, 2013, 35, 14, 2435

    CrossRef

  24. 24
    Tami Russell, Mehmet Aydeniz, Traversing the Divide Between High School Science Students and Sophisticated Nature of Science Understandings: A Multi-pronged Approach, Journal of Science Education and Technology, 2013, 22, 4, 529

    CrossRef

  25. 25
    Aik-Ling Tan, Hwei-Ming Wong, ‘Didn't Get Expected Answer, Rectify It.’: Teaching science content in an elementary science classroom using hands-on activities, International Journal of Science Education, 2012, 34, 2, 197

    CrossRef

  26. You have free access to this content26
    Wayne Breslyn, J. Randy McGinnis, A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry, Science Education, 2012, 96, 1
  27. 27
    Carolyn S. Wallace, Authoritarian science curriculum standards as barriers to teaching and learning: An interpretation of personal experience, Science Education, 2012, 96, 2
  28. 28
    Vicky Pilitsis, Ravit Golan Duncan, Changes in Belief Orientations of Preservice Teachers and Their Relation to Inquiry Activities, Journal of Science Teacher Education, 2012, 23, 8, 909

    CrossRef

  29. 29
    Jacinta Mutambuki, Herb Fynewever, Comparing Chemistry Faculty Beliefs about Grading with Grading Practices, Journal of Chemical Education, 2012, 89, 3, 326

    CrossRef

  30. 30
    Maria João Fonseca, Patrício Costa, Leonor Lencastre, Fernando Tavares, Disclosing biology teachers’ beliefs about biotechnology and biotechnology education, Teaching and Teacher Education, 2012, 28, 3, 368

    CrossRef

  31. 31
    Erin Marie Furtak, Mareike Kunter, Effects of Autonomy-Supportive Teaching on Student Learning and Motivation, The Journal of Experimental Education, 2012, 80, 3, 284

    CrossRef

  32. 32
    Nam-Hwa Kang, Sue Ellen DeChenne, Grant Smith, Inquiry Learning of High School Students Through a Problem-Based Environmental Health Science Curriculum, School Science and Mathematics, 2012, 112, 3
  33. 33
    Yangjie Song, Chee-Kit Looi, Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers, International Journal of Computer-Supported Collaborative Learning, 2012, 7, 1, 129

    CrossRef

  34. 34
    Funda Savasci, Donna F. Berlin, Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings, Journal of Science Teacher Education, 2012, 23, 1, 65

    CrossRef

  35. 35
    MARK PRIESTLEY, RICHARD EDWARDS, ANDREA PRIESTLEY, KATE MILLER, Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre, Curriculum Inquiry, 2012, 42, 2
  36. 36
    Gwen Nugent, Michael D. Toland, Richard Levy, Gina Kunz, David Harwood, Denise Green, Kathy Kitts, The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers, Journal of Science Teacher Education, 2012, 23, 5, 503

    CrossRef

  37. 37
    Gregory T. Rushton, Christine Lotter, Jonathan Singer, Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice, Journal of Science Teacher Education, 2011, 22, 1, 23

    CrossRef

  38. 38
    Steven S. Fletcher, Julie A. Luft, Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences, Science Education, 2011, 95, 6
  39. 39
    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

  40. 40
    Vanashri Nargund-Joshi, Meredith A. Park Rogers, Valarie L. Akerson, Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform, Journal of Research in Science Teaching, 2011, 48, 6
  41. 41
    Grant Gardner, Gail Jones, Perceptions and Practices: Biology graduate teaching assistants’ framing of a controversial socioscientific issue, International Journal of Science Education, 2011, 33, 8, 1031

    CrossRef

  42. 42
    Mark Priestley, Schools, teachers, and curriculum change: A balancing act?, Journal of Educational Change, 2011, 12, 1, 1

    CrossRef

  43. 43
    Carolyn S. Wallace, Mark Priestley, Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change, Journal of Curriculum Studies, 2011, 43, 3, 357

    CrossRef

  44. 44
    Ibrahim Erdogan, Todd Campbell, Nor Hashidah Abd-Hamid, The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student-centered science classrooms, International Journal of Science Education, 2011, 33, 10, 1313

    CrossRef

  45. 45
    Mehmet Aydeniz, Kristen Baksa, Jane Skinner, Understanding The Impact of an Apprenticeship-Based Scientific Research Program on High School Students’ Understanding of Scientific Inquiry, Journal of Science Education and Technology, 2011, 20, 4, 403

    CrossRef

  46. 46
    Loretta D. Asay, MaryKay Orgill, Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007, Journal of Science Teacher Education, 2010, 21, 1, 57

    CrossRef

  47. 47
    Julia D. Plummer, Valerie M. Zahm, Covering the Standards: Astronomy Teachers’ Preparation and Beliefs, Astronomy Education Review, 2010, 9, 1

    CrossRef

  48. 48
    Esen Uzuntiryaki, Yezdan Boz, Demet Kirbulut, Oktay Bektas, Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?, Research in Science Education, 2010, 40, 3, 403

    CrossRef

  49. 49
    Sandy Buczynski, C. Bobbi Hansen, Impact of professional development on teacher practice: Uncovering connections, Teaching and Teacher Education, 2010, 26, 3, 599

    CrossRef

  50. 50
    Erin Dolan, Julia Grady, Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry, Journal of Science Teacher Education, 2010, 21, 1, 31

    CrossRef

  51. 51
    Tracie M. Addy, Margaret R. Blanchard, The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme, International Journal of Science Education, 2010, 32, 8, 1045

    CrossRef

  52. 52
    Abdulkadir Demir, Sandra K. Abell, Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program, Journal of Research in Science Teaching, 2010, 47, 6
  53. 53
    Nikki Hanegan, Kelley Friden, C. Riley Nelson, Authentic and Simulated Professional Development: Teachers Reflect What is Modeled, School Science and Mathematics, 2009, 109, 2
  54. 54
    Charles Henderson, Melissa H. Dancy, Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations, American Journal of Physics, 2008, 76, 1, 79

    CrossRef

  55. 55
    The Relationship Between Science High School Teachers' Beliefs of Gifted Education and Classroom Practices, Journal of the Korean Chemical Society, 2008, 52, 2, 169

    CrossRef

  56. 56
    Greer M. Richardson, Ling L. Liang, The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science, Journal of Elementary Science Education, 2008, 20, 1, 1

    CrossRef

  57. 57
    Nam-Hwa Kang, MaryKay Orgill, Kent J. Crippen, Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument, Journal of Science Teacher Education, 2008, 19, 4, 337

    CrossRef

  58. 58
    Barbara A. Crawford, Learning to teach science as inquiry in the rough and tumble of practice, Journal of Research in Science Teaching, 2007, 44, 4
  59. 59
    Samia Khan, Model-based inquiries in chemistry, Science Education, 2007, 91, 6
  60. You have free access to this content60
    Christine Lotter, William S. Harwood, J. José Bonner, The influence of core teaching conceptions on teachers' use of inquiry teaching practices, Journal of Research in Science Teaching, 2007, 44, 9
  61. 61
    Erin Marie Furtak, The problem with answers: An exploration of guided scientific inquiry teaching, Science Education, 2006, 90, 3
  62. 62
    Yezdan Boz, Esen Uzuntiryaki, Turkish Prospective Chemistry Teachers’ Beliefs about Chemistry Teaching, International Journal of Science Education, 2006, 28, 14, 1647

    CrossRef

  63. 63
    Sung-Tao Lee, Huann-Shyang Lin, Using Argumentation to Investigate Science Teachers' Teaching Practices: The Perspective of Instructional Decisions and Justifications, International Journal of Science and Mathematics Education, 2005, 3, 3, 429

    CrossRef