Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)-Reference-Cited by-同舟云学术

Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)

Published:2023-07-31 Issue: Volume: Page:1-22
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Peters-Burton Erin E.¹^ORCID,Tran Hong H.²,Miller Brittany¹

Affiliation:

1. College of Education and Human Development, George Mason University, Fairfax, Virginia, USA

2. Department of Mathematics, Science, and Social Studies Education, Mary Frances Early College of Education, University of Georgia, Athens, Georgia, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2023.2242665

Reference51 articles.

1. Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations

2. Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts

3. Computational thinking education: Issues and challenges

4. Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001–2017

Cited by 4 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Coaching During Student Teaching: Using Self-Regulated Learning to Improve Questioning Skills for Preservice Science Teachers;Journal of Science Teacher Education;2024-07-22

2. Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills;Metacognition and Learning;2024-07-01

3. Science teachers’ implementation of science and engineering practices in different instructional settings;International Journal of Science Education;2024-04-16

4. A literature review: analyzing barriers hindering the implementation of self-regulated learning in science classrooms;Frontiers in Education;2024-03-06