Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations

By Patricia J. Friedrichsen, Thomas M. Dana. 2005

144 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/872a5522f2c3f7d3576da6062113c604c460ffa2

How researchers see this paper

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

In Education

1. Patricia J. Friedrichsen
2. Patrick L. Brown
3. J. Bonner
4. W. Harwood
5. Christine Lotter
6. Sandra K. Abell
7. B. Crawford
8. Daniel Capps

In General Agricultural and Biological Sciences

1. Patrick L. Brown
2. Patricia J. Friedrichsen
3. Sandra K. Abell
4. Carrie J. Beyer
5. Elizabeth A. Davis

In Sociology and Political Science

1. Sandra K. Abell

Citations in the corpus

• The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007, background): “Friedrichsen and Dana (2005) expanded this model to account for the complexity of secondary biology teachers’ orientations.”
• The Development of Prospective Secondary Biology Teachers PCK (2013, background): “A number of science teacher education researchers have used PCK as a theoretical framework to understand science teacher knowledge for teaching (Friedrichsen et al. 2009; Friedrichsen and Dana 2005; Loughran et al. 2004; Magnusson et al. 1999; Van Driel et al. 1998, 2002).”