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Volumn 18, Issue 2, 2007, Pages 165-184

Using scientists and real-world scenarios in professional development for middle school science teachers

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Indexed keywords


EID: 34247224871     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-006-9034-3     Document Type: Article
Times cited : (21)

References (21)
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  • 4
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  • 6
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    • Relationship between teacher beliefs and science education reform
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    • (1996) Journal of Science Teacher Education , vol.7 , pp. 247-266
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  • 7
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    • Policies that support professional development in an era of reform
    • Retrieved February 10, 2005, from
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    • (1995) Phi Delta Kappan , vol.76 , pp. 597-605
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  • 8
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  • 11
    • 0035422318 scopus 로고    scopus 로고
    • Co-constructing inquiry-based science with teachers: Essential research for lasting reform
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    • (2001) Journal of Research in Science Teaching , vol.38 , pp. 631-645
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  • 12
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    • Understanding inquiry science teaching in context: A case study of an elementary teacher
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    • (1999) Journal of Science Teacher Education , vol.10 , pp. 315-333
    • Keys, C.W.1    Kennedy, V.2
  • 14
    • 0042584772 scopus 로고    scopus 로고
    • Nature, sources, and development of pedagogical content knowledge for science teaching
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    • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Pedagogical content knowledge and science education (pp. 95-132). Dordrect, The Netherlands: Kluwer Academic Publications.
    • (1999) Pedagogical content knowledge and science education , pp. 95-132
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  • 20
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.