- Educating prospective teachers of biology: Introduction and research methods.Peter W. Hewson, B. Robert Tabachnick, Kenneth M. Zeichner, Kathryn B. Blomker, Helen Meyer, John Lemberger, Robin Marion, Hyun‐Ju Park & Regina Toolin - 1999 - Science Education 83 (3):247-273.details
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Reforming primary science assessment practices: A case study of one teacher's professional development through action research.Carol Briscoe & Elaine Wells - 2002 - Science Education 86 (3):417-435.details
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Teaching students “ideas‐about‐science”: Five dimensions of effective practice.Hannah Bartholomew, Jonathan Osborne & Mary Ratcliffe - 2004 - Science Education 88 (5):655-682.details
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Contributions from the Philosophy of Science to the Education of Science Teachers.Vicente Mellado, Constantino Ruiz, María Luisa Bermejo & Roque Jiménez - 2006 - Science & Education 15 (5):419-445.details
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A case study exploration of development in preservice science teachers.Richard F. Gunstone, Monica Slattery, John R. Baird & Jeff R. Northfield - 1993 - Science Education 77 (1):47-73.details
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Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment.Julie Gess‐Newsome & Norman G. Lederman - 1993 - Science Education 77 (1):25-45.details
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A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science.Ken Appleton & Hilary Asoko - 1996 - Science Education 80 (2):165-180.details
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School science culture: A case study of barriers to developing professional knowledge.Hugh Munby, Malcolm Cunningham & Cinde Lock - 2000 - Science Education 84 (2):193-211.details
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Thomas Kuhn's impact on science education: What lessons can be learned?Michael R. Matthews - 2004 - Science Education 88 (1):90-118.details
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Students' perceptions of tentativeness in science: Development, use, and sources of change.Norman G. Lederman & Molly O'Malley - 1990 - Science Education 74 (2):225-239.details
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Educating prospective teachers of biology: Findings, limitations, and recommendations.Peter W. Hewson, B. Robert Tabachnick, Kenneth M. Zeichner & John Lemberger - 1999 - Science Education 83 (3):373-384.details
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Preservice teachers 'classroom practice and their conceptions of the nature of science.Vicente Mellado - 1997 - Science & Education 6 (4):331-354.details
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“Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices.Kathleen S. Davis - 2003 - Science Education 87 (1):3-30.details
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One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts.Randy K. Yerrick & Timothy J. Hoving - 2003 - Science Education 87 (3):390-418.details
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The nature of science and instructional practice: Making the unnatural natural.Fouad Abd-El-Khalick, Randy L. Bell & Norman G. Lederman - 1998 - Science Education 82 (4):417-436.details
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The classroom practice of preservice teachers and their conceptions of teaching and learning science.Vicente Mellado - 1998 - Science Education 82 (2):197-214.details
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Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science.John Lemberger, Peter W. Hewson & Hyun‐Ju Park - 1999 - Science Education 83 (3):347-371.details
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A science teacher's reflections and knowledge growth about STS instruction after actual implementation.Chin‐Chung Tsai - 2002 - Science Education 86 (1):23-41.details
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