The Monets, Van Goghs, and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating Prospective Teachers’ Reflections on Science Experiences-Reference-Cited by-同舟云学术

The Monets, Van Goghs, and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating Prospective Teachers’ Reflections on Science Experiences

Published:2005-09 Issue:3 Volume:16 Page:227-239
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Bryan Lynn A.¹,Tippins Deborah J.¹

Affiliation:

1. Department of Science EducationUniversity of Georgia30602-7126AthensGAU.S.A.

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1007/s10972-005-3567-8

Reference54 articles.

1. Reconceptualizing the Elementary Science Methods Course Using a Reflection Orientation

2. Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation

3. Images of self-confidence and the change-of-career prospective elementary science teacher

4. Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development

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