A Study of the Impact of Inquiry-Based Professional Development Experiences on the Beliefs of Intermediate Science Teachers about 'Best Practices' for Classroom Teaching-Reference-Cited by-同舟云学术

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A Study of the Impact of Inquiry-Based Professional Development Experiences on the Beliefs of Intermediate Science Teachers about 'Best Practices' for Classroom Teaching

Published:2014-06-01 Issue:2 Volume:2 Page:
ISSN:2147-611X
Container-title:International Journal of Education in Mathematics, Science and Technology
language:
Short-container-title:IJEMST

Author:

Arce Josefina,Bodner George M.,Hutchinson Kelly

Publisher

ISTES Organization

Subject

Education,Mathematics (miscellaneous)

Cited by 7 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. The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers: A Systematic Review;Education Sciences;2023-12-18

2. Characteristics of research into professional learning across professions: A mapping review;Review of Education;2023-04-26

3. Using inquiry-based learning to develop Earth science pedagogical content knowledge: impact of a long-term professional development program;Research in Science & Technological Education;2022-03-16

4. Shifting to student-centered learning: Influences of teaching a summer service learning program;Teaching and Teacher Education;2022-02

5. THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE;Journal of Baltic Science Education;2020-04-10

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