Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

By Leigh Ann Haefner, Carla Zembal-Saul. 2004

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0ac05d9eb8f557d8304ee4165e31ac678fbd9aca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Cory T. Forbes
2. Julie Smithey
3. Elizabeth A. Davis
4. Brian J. Reiser
5. Vanessa Paz Dennen *
6. Sadhana Puntambekar
7. Susan M. Land
8. Michelene T. H. Chi

In Education

1. Julie Smithey
2. Cory T. Forbes
3. Elizabeth A. Davis
4. Brian J. Reiser
5. Vanessa Paz Dennen *
6. Sadhana Puntambekar
7. Elizabeth A. van Es
8. Susan M. Land

Citations in the corpus

• Beginning teachers moving toward effective elementary science teaching (2009, background): “They may engage students in hands-on activities, with less concern for sensemaking (Haefner & Zembal-Saul, 2004; Petish, 2004).”
• Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “…as a productive foundation upon which to support their developing understanding of scientific inquiry (Howes, 2002) and, through teacher education, they can begin to develop more robust knowledge of scientific inquiry (Bryan, 2003; Gess-Newsome, 2002; Haefner & Zembal-Saul, 2004; Windschitl, 2003).”