Preservice Teachers' Belief Change Represented as Constructivist Profile Change |
Kwak, Young-Sun (Korea Institute of Curriculum and Evaluation) |
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A case study of development in preservice science teachers
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DOI |
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Those who understand: Knowledge growth in teaching
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DOI ScienceOn |
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How, why, what, when, and where: Perspectives on constructivism in psychology and education
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Conceptions of teaching science held by experienced high school science teachers
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The one and the many
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How to tell a constructivist science teacher. An interview protocol to diagnose a constructivist teacher
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Profile change in preservice science teachers epistemological and ontological beliefs about constructivist learning: Implications for science teaching and learning
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Contextual constructivism: The impact of culture on the learning and teaching of science
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Prior beliefs and cognitive change in learning to teach
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DOI ScienceOn |
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A critical analysis of the research on learning to teach: Making the case for an ecological perspective on liquiry
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DOI ScienceOn |
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Epistemological anarchy and the many forms of constructivism
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Constructing scientific knowledge in the classroom
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DOI ScienceOn |
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Accommodation of a scientific conception: Toward a theory of conceptual change
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DOI |
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Teachers beliefs and educational research: Cleaning up a messy construct
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DOI ScienceOn |
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Research on science teacher education
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Conceptual change or conceptual profile change?
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DOI |
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Constructivist Strategies for Teaching Educational Psychology
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The constructivist view: A fashionable and fruitful paradigm for science education research and practice
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The role of attitude and beliefs in learning to teach
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Conceptual understanding and science learning: An interpretation of research within a source-of-knowing framework
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DOI |
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Introduction: Science education and science studies
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Constructing constructionism: Pedagogical potentials
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A revisionist theory of conceptual change
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Constructivist metaphors of learning science
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DOI ScienceOn |
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Professional growth among preservice and beginning teachers
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DOI ScienceOn |
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The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
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DOI ScienceOn |
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A conceptual change approach to learning science
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DOI ScienceOn |
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