Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task-Reference-Cited by-同舟云学术

Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task

Published:2020-07-27 Issue:2 Volume:32 Page:123-147
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Dalvi Tejaswini¹^ORCID,Silva Mangiante Elaine²^ORCID,Wendell Kristen³

Affiliation:

1. Centre of Science and Math in Context, University of Massachusetts, Boston, Massachusetts, USA

2. Department of Education, Salve Regina University, Newport, Rhode Island, USA

3. Department of Mechanical Engineering, Tufts University, Medford, Massachusetts, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2020.1791465

Reference79 articles.

1. Inquiry in science education: International perspectives

2. Early childhood teachers' views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching

3. Banilower, E. R., Boyd, S. E., Pasley, J. D. & Weiss, I. R. (2006). Lessons from a decade of mathematics and science reform: A capstone report for the local systemic change through teacher enhancement initiative (Prepared for the National Science Foundation). Chapel Hill, NC: Horizon Research, Inc.

4. Quality of life

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