Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations

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Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “Many previous studies have shown that preservice teachers struggle to translate their ideas into science teaching practice (Bryan & Abell, 1999; Crawford, 1999; Southerland & Gess-Newsome, 1999; Zembal-Saul et al., 2000).”
Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model (2011, background): “Additionally, teachers’ lack of preparation in science content has been identified as influencing their instructional practices (Loucks‐Horsley, Schmidt, & Raizen, 1989 ; Zembal‐Saul, Blumenfeld, & Krajcik, 2000 ) and teachers’ lack of involvement in decision‐making, particularly when it comes to ”
Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning (2004, background): “Moreover, it has been demonstrated that these understandings of science teaching and learning can be developed into a more conceptual perspective when they are the target of change during courses in subject-specific pedagogy (Gustafson and Rowell 1995, ZembalSaul 1996, Zembal-Saul et al. 2000).”