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

By Leanne M. Avery, Daniel Z. Meyer. 2012

146 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/a11ba28497b3b3ae71f3ece98008e218703e7185

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. Troy D. Sadler
2. Deepika Menon
3. D. Zeidler
4. Chin-Chung Tsai
5. Ying-Tien Wu
6. V. Dawson
7. G. Venville
8. R. Khishfe

In Education

1. Troy D. Sadler
2. Deepika Menon
3. D. Zeidler
4. Chin-Chung Tsai
5. Ying-Tien Wu
6. V. Dawson
7. G. Venville
8. Andy Cavagnetto

Citations in the corpus

• Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Most of the reported literature suggests that science methods courses can enhance self-efficacy beliefs (Avery & Meyer, 2012; Brand & Wilkins, 2007; Gunning & Mensah, 2011).”