An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets

By C. S. Wallace, Nam-Hwa Kang. 2004

404 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/be51d766ed193687b63d131e1680a655c88a17e9

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. J. Luft
2. Funda Savaşçi
3. Ellen Granger
4. B. Crawford
5. Umesh Ramnarain
6. Ling L. Liang
7. Greer M. Richardson
8. Manzini Hlatswayo

In Education

1. B. Crawford
2. J. Luft
3. Funda Savaşçi
4. D. Berlin
5. Gillian Roehrig
6. Ellen Granger
7. Margaret R. Blanchard
8. Scott P. Sowell

In General Agricultural and Biological Sciences

1. B. Crawford
2. J. Luft
3. Funda Savaşçi
4. D. Berlin
5. Gillian Roehrig
6. Ellen Granger
7. Umesh Ramnarain
8. Ling L. Liang

Citations in the corpus

• Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “2010); (b) curriculum (Cronin-Jones 1991); (c) goals of science education (McIntosh and Zeidler 1988); (d) inquiry (Luft 2001; Wallace and Kang 2004); (e) nature of science (Gess-Newsome and Lederman 1995; Hashweh 1996; Lederman 1999; Lederman and Zeidler 1987); (f) reform (Haney et al.”
• Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview (2007, background): “In science education, research on beliefs has been linked to the use of inquiry, national reforms, or constructivist practice in theclassroom (e.g., Hashweh, 1996; Tsai, 2002; Wallace & Kang, 2004; Yerrick, Parke, & Nugent, 1997).”
• Teacher Beliefs and Attitudes about Inquiry-Based Learning in a Rural School District in South Africa. (2018, background): “For example, Wallace and Kang (2004) found that teachers who believed that science learning was associated with inquiry-based scientific practices, infused their teaching with inquiry activities.”
• Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “This finding reinforces those of other researchers (Bryan, 2003; Wallace & Kang, 2004) in which teachers have different sets of beliefs that guide their instructional decisions.”
• The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “According to Wallace and Kang (2004), the interaction between teacher beliefs and teacher action is complex.”
• Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Teachers’ subject matter knowledge and personal practical knowledge (Clandinin 1986) may affect if and how reforms are adopted (Laplante 1997; Wallace and Kang 2004).”
• Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “2013 Wiley Periodicals, Inc. and motivation of students (Wallace & Kang, 2004) on the type and amount of inquiry-based instruction enacted in the classroom.”