Interdisciplinary Journal of Environmental and Science Education

• Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982
• Arias, A. M., Davis, E. A., Marino, J. C., Kademian, S. M., & Palincsar, A. S. (2016). Teachers’ use of educative curriculum materials to engage students in science practices. International Journal of Science Education, 38(9), 1504-1526. https://doi.org/10.1080/09500693.2016.1198059
• Bahbah, S., Golden, B. W., Roseler, K., Enderle, P., Saka, Y., & Southerland, S. A. (2013). The influence of RET’s on elementary and secondary grade teachers’ views of scientific inquiry. International Education Studies, 6(1), 117-131. https://doi.org/10.5539/ies.v6n1p117
• Bandura, A. (1969). Principles of behavior modification. Holt, Rinehart and Winston.
• Bandura, A. (1971). Social learning theory. General Learning Press.
• Blanchard, M. R., & Sampson, V. D. (2018). Fostering impactful research experiences for teachers (RETs). EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 447-465. https://doi.org/10.12973/ejmste/80352
• Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93, 322-360. https://doi.org/10.1002/sce.20298
• Bowen, B., Shume, T., Kallmeyer, A., & Altimus, J. (2021). Impacts of a research experiences for teachers program on rural STEM educators. Journal of STEM Education, 22(4), 58-64.
• Brown, S., & Melear, C. (2007). Preservice teachers’ research experiences in scientists’ laboratories. Journal of Science Teacher Education, 18, 573-597. https://doi.org/10.1007/s10972-007-9044-9
• Bryman, A. (2001). Social research methods. Oxford University Press.
• Buxner, S. R. (2014). Exploring how research experiences for teachers’ changes their understandings of the nature of science and scientific inquiry. Journal of Astronomy & Earth Sciences Education, 1(1), 53-68. https://doi.org/10.19030/jaese.v1i1.9107
• Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about the nature of science: Are they happening? Journal of Science Teacher Education 24(3), 497-526. https://doi.org/10.1007/s10972-012-9314-z
• Cutucache, C. E., Leas, H. D., Grandgenett, N. F., Nelson, K. L., Rodie, S., Shuster, R., Schaben, C., & Tapprich, W. E. (2017). Genuine faculty-mentored research experiences for in-service science teachers: Increases in science knowledge, perception, and confidence levels. Journal of Science Teacher Education, 28(8), 724-744. https://doi.org/10.1080/1046560X.2017.1415615
• Dixon, P., & Wilke, P. A. (2007). The Influence of a teacher research experience on elementary teachers’ thinking and instruction. Journal of Elementary Science Education, 19(1) 25-43. https://doi.org/10.1007/bf03173652
• Elizondo-Omaña, R. E., Zarate-Garza, P. P., Jacobo-Baca, G., Salinas-Alvarez, Y., Fernandez-Rodarte, B. A., Martinez-Garza, J. H., Quiroga-Garza, A., & Guzman-Lopez, S. (2019). Collaborative mentoring for effective medical research groups [version 1]. MedEdPublish, 8(214), 1-18. https://doi.org/10.15694/mep.2019.000214.1
• Enderle, P., Dentzau, M., Roseler, K., Southerland, S., Granger, E., Hughes, R., Golden, B., & Saka, Y. (2014). Examining the influence of RETs on science teacher beliefs and practice. Science Education, 98(6), 1077-1108. https://doi.org/10.1002/sce.21127
• Faber, C. J., Hardin, E., Klein-Gardner, S., & Benson, L. C. (2014). Development of teachers as scientists in research experiences for teachers programs. Journal of Science Teacher Education, 25(7), 785-806. https://doi.org/10.1007/s10972-014-9400-5
• Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46(4), 442-459. https://doi.org/10.1002/tea.20285
• Feldman, A., Divoll, K., & Rogan-Klyve, A. (2013). Becoming Researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education. 97, 218-243. https://doi.org/10.1002/sce.21051
• Feldman, A., & Ozalp, D. (2012, March 25-28). Learning to do research in a research experience for undergraduates (REU) program [Paper presentation]. National Association Research in Science Teaching (NARST) Conference, Indianapolis, IN, United States.
• Feldman, A., Ozalp, D., & Johnston, S. (2011, April 3-6). Student learning in a research experience for undergraduates (REU) program [Paper presentation]. National Association Research in Science Teaching (NARST) Conference, Orlando, FL, United States.
• Gilmer, P. J., Hahn, L., & Spaid, M. R. (2002). Experiential learning for pre-service science and mathematics teachers: Applications to secondary classrooms. SERVE.
• Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344-351. https://doi.org/10.3102/0013189X07308301
• Grove, C. M., Dixon, P. J., & Pop, M. M. (2009). Research experiences for teachers: Influences related to expectancy and value of changes to practice in the America classroom. Professional Development in Education, 35(2), 247-260. https://doi.org/10.1080/13674580802532712
• Haas, P. M. (1992). Introduction: Epistemic communities and international policy coordination. International Organization, 46(1), 1-35.
• Herrington, D. G., Bancroft, S. F., Edward, M. M., & Schairer, C. J. (2016). I want to be the inquiry guy! How research experiences for teachers change beliefs, attitudes, and values about teaching science as inquiry. Journal of Science Teacher Education, 27, 183-204. https://doi.org/10.1007/s10972-016-9450-y
• Hughes, R., Molyneaux, K., & Dixon, P. (2012). The role of scientist mentors on teachers’ perceptions of the community of science during a summer research experience. Research in Science Education, 42, 915-941. https://doi.org/10.1007/s11165-011-9231-8
• Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. https://doi.org/10.1037/0022-0663.92.1.191
• Keely, P. (2020). “Doing” science vs. “doing” engineering. Science and Children, 57(6), 16-18.
• Klein, S. S. (2009). Effective STEM professional development: A biomedical engineering RET site project. International Journal of Engineering Education, 25(3), 523-533. https://doi.org/10.5703/1288284314868
• Kobulnicky H. A., & Dale, D. A. (2016). A community mentoring model for STEM undergraduate research experiences. Journal of College Science Teaching, 45, 17-23. https://doi.org/10.2505/4/jcst16_045_06_17
• Labouta, H. I., Kenny, A. N., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. T. (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education, 40(12), 1476-1492. https://doi.org/10.1080/09500693.2018.1484966
• Langford, K., & Huntley, M. A. (1999). Internships as commencement: Mathematics and science research experiences as catalyst for preservice teacher professional development. Journal of Mathematics Teacher Education, 2, 277-299. https://doi.org/10.1023/A:1009954603753
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347. https://doi.org/10.1002/tea.20191
• Lunsford, E., Melear, C. T., Roth, W. M., Perkins, M., & Hickok, L. G. (2007). Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science. Journal of Research in Science Teaching, 44(4), 538-564.https://doi.org/10.1002/tea.20160
• Melear, C. T., Goodlaxon, J. D., Ware T. R., & Hickok, L. G. (2000). Teaching preservice science teachers how to do science: Responses to the research experience. Journal of Science Teacher Education, 11(1), 77-90. https://doi.org/10.1023/A:1009479915967
• Miranda, R. J., & Damico, J. B. (2013). Science teachers’ beliefs about the influence of their summer research experiences on their pedagogical practices. Journal of Science Teacher Education, 24, 1241-1261. https://doi.org/10.1007/s10972-012-9331-y
• Miranda, R. J., & Damico, J. B. (2015). Changes in teachers’ beliefs and classroom practices concerning inquiry-based instruction following a year-long RET-PLC program. Science Educator, 24(1), 23-35.
• NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press. https://doi.org/10.17226/18290
• NRC. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
• NSF. (2012). Research experiences for teachers (RETs) in engineering and computer science. National Science Foundation. http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=6186&org=NSF&sel_org=NSF&fr
• Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196.https://doi.org/10.1007/s10972-014-9384-1
• Ozalp, D. (2014). Science teachers' understandings of science practices before and after the participation in an environmental engineering Research Experiences for Teachers (RET) program [Unpublished doctoral dissertation]. University of South Florida.
• Peters-Burton, E. E., Merz, S. A., Ramirez, E. M., & Saroughi, M. (2015). The effect of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching. Journal of Science Teacher Education, 26, 525-548. https://doi.org/10.1007/s10972-015-9436-1
• Pinnell, M., Franco, M., S., Petry, L., Mian, A., Doudican, B., & Srinivasan, R. (2018). Leveraging regional strengths for STEM teacher professional development: Results from an NSF RET program focused on advanced manufacturing and materials. Research in the Schools, 25(1), 20-34.
• Raphael, J., Tobias, S., & Greenberg, R. (1999). Research experience as a component of science and mathematics teacher preparation. Journal of Science Teacher Education, 10(2), 147-158. https://doi.org/10.1023/A:1009476025192
• Roseler, K., Nguyen, G., Golden, B., & Southerland, S. A. (2012, April 13-17). A summary of impacts of two distinct RET (research experience for teachers) programs: An analysis of 5 years of data [Paper presentation]. American Educational Research Association Annual Meeting, Vancouver, BC, Canada.
• Schneider, K., Hogue, T. S., & Martin, A. (2020). Evaluation of an NSF research experience for teachers (RET) program for STEM development: Water-energy education for the next generation (WE2NG). Advances in Engineering Education, 8(2), 1-26. https://doi.org/10.18260/3-1-1146-36022
• Schwartz, R. S., Lederman, N. G., & Crawford, B. S. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645. https://doi.org/10.1002/sce.10128
• Southerland, S. A., Granger, M. E., Hughes, R., Enderle, P., Ke, F., Roseler, K., Saka, Y., & Tekkumru-Kisa, M. (2016). Essential aspects of teacher professional development: Making research participation instructionally effective. AERA Open, 2(4), 1-16. https://doi.org/10.1177/2332858416674200
• Valieda, I. (2001). Doing science: Design, analysis, and communication of scientific research. Oxford University Press.
• Vygotsky, L. S. (1962). Thought and language. MIT Press.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
• Westerlund, J. F., Garcia, D. M., & Koke, J. R. (2002). Summer scientific research for teachers: The experience and its effect. Journal of Science Teacher Education, 31(1), 63-83. https://doi.org/10.1023/A:1015133926799
• Yin, R. (2014). Case study research: Design and methods. SAGE.

APA

Ozalp, D., & Feldman, A. (2022). Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2301. https://doi.org/10.21601/ijese/12415

Vancouver

Ozalp D, Feldman A. Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. INTERDISCIP J ENV SCI ED. 2022;18(4):e2301. https://doi.org/10.21601/ijese/12415

AMA

Ozalp D, Feldman A. Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. INTERDISCIP J ENV SCI ED. 2022;18(4), e2301. https://doi.org/10.21601/ijese/12415

Chicago

Ozalp, Dilek, and Allan Feldman. "Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices". Interdisciplinary Journal of Environmental and Science Education 2022 18 no. 4 (2022): e2301. https://doi.org/10.21601/ijese/12415

Harvard

Ozalp, D., and Feldman, A. (2022). Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2301. https://doi.org/10.21601/ijese/12415

MLA

Ozalp, Dilek et al. "Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices". Interdisciplinary Journal of Environmental and Science Education, vol. 18, no. 4, 2022, e2301. https://doi.org/10.21601/ijese/12415