Are we prepared? : An assessment of preservice science teacher educators' beliefs about nature of science
By S. Irez. 2006
123 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/be5b43ac41e8f3daf2ae22b8510f447f9e3c542a
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
- D. Zeidler
- Troy D. Sadler
- Scott Applebaum
- Dietmar Höttecke
- Brendan E. Callahan
- Cibelle Celestino Silva
- Chin-Chung Tsai
- Ying-Tien Wu
In Education
- D. Zeidler
- Troy D. Sadler
- Scott Applebaum
- Brendan E. Callahan
- Dietmar Höttecke
- Cibelle Celestino Silva
- Chin-Chung Tsai
- Ying-Tien Wu
In Social Psychology
- Dietmar Höttecke
- Brendan E. Callahan
- Scott Applebaum
- Cibelle Celestino Silva
- Troy D. Sadler
- D. Zeidler
Citations in the corpus
- Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, background): “A common topic in the discussion of teacher education is their lack of knowledge about epistemology and history of science (Koulaidis and Ogborn 1989; Abell and Smith 1992; Aguirre et al. 1990; Lakin and Wellington 1994; Palmquist and Finley 1997; Irez 2006; Höttecke and Rieß 2007).”
- Advancing reflective judgment through Socioscientific Issues (2009, methodology): “The significance of NOS as a goal for science education is well established (Harding & Hare, 2000; Irez, 2006; Khishfe & Lederman, 2006; McComas, Clough, & Almazroa, 1998), so we took explicit NOS instruction as a given for any high quality science curriculum as well as a necessary component of a me”