Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching-Reference-Cited by-同舟云学术

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

Published:2012-11 Issue:7 Volume:112 Page:395-409
ISSN:0036-6803
Container-title:School Science and Mathematics
language:en
Short-container-title:

Author:

Avery Leanne M.,Meyer Daniel Z.

Publisher

Wiley

Subject

History and Philosophy of Science,Physics and Astronomy (miscellaneous),Engineering (miscellaneous),Education,Mathematics (miscellaneous)

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1949-8594.2012.00159.x/fullpdf

Reference58 articles.

1. Avery , L. M. 2003 Knowledge, identity, and teachers' communities of practice

2. Avery , L. M. Carlsen , W. S. 2001 Knowledge, identity, and teachers' multiple communities of practice http://ei.cornell.edu/pubs/index.html

3. Avery , L. M. Meyer , D. Z. 2004 Now I CAN teach science: Changing preservice elementary teachers' perspectives on science and science teaching through research experiences in the context of a biology course

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