Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis-Reference-Cited by-同舟云学术

Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis

Published:2024-06-02 Issue: Volume: Page:1-20
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Tran Hong H.¹^ORCID,Capps Daniel K.²³^ORCID

Affiliation:

1. School of Engineering Education, Purdue University, West Lafayette, IN, USA

2. Department of Mathematics, Science and Social Studies, University of Georgia, Athens, GA, USA

3. Department of Science and Technology Education, University of Johannesburg, Johannesburg, South Africa

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2358217

Reference52 articles.

1. Adams, W. C. (2015). Conducting semi-structured interviews. Wiley Online Library.

2. Questions asked by primary student teachers about observations of a science demonstration

3. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives: Complete edition. Longman.

4. Andersson-Bakken, E., & Klette, K. (2016). Teachers’ use of questions and responses to students’ contributions during whole class discussions: Comparing language arts and science classrooms. In K. Klette, O. Bergem, & A. Roe (Eds.), Teaching and learning in lower secondary schools in the era of PISA and TIMSS (pp. 63–84). Springer.

5. Beck, I. L., & McKeown, M. G. (2017). How teachers can support productive classroom talk: Move the thinking to the students. In R. Horowitz (Ed.), Talking texts (pp. 207–220). Routledge.

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