Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers-Reference-Cited by-同舟云学术

Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers

Published:2023-02-23 Issue: Volume: Page:
ISSN:0926-7220
Container-title:Science & Education
language:en
Short-container-title:Sci & Educ

Author:

Fan Ya-Ching^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11191-023-00424-9.pdf

Reference72 articles.

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2. American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A project 2061 report. Oxford University Press.

3. Appleton, K. (1992). Discipline knowledge and confidence to teach science. Research in Science Education, 22, 11–19 https://search.informit.org/doi/10.3316/aeipt.88367

4. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157

5. Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. https://doi.org/10.1002/sce.20390

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