Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors

James Shymansky; Larry D. Yore; Ronald G Good

doi:10.1002/tea.3660280507

Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors

James Shymansky, Larry D. Yore, Ronald G Good

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Journal of Research in Science Teaching
Volume	28
DOIs	https://doi.org/10.1002/tea.3660280507
State	Published - May 1991

Disciplines

Education
Science and Mathematics Education
Elementary Education

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10.1002/tea.3660280507License: Unspecified

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title = "Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors",

author = "James Shymansky and Yore, {Larry D.} and Good, {Ronald G}",

note = "This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K‐8 teachers from 299 schools in the United States, Puerto Rico and...",

year = "1991",

month = may,

doi = "10.1002/tea.3660280507",

language = "American English",

volume = "28",

journal = "Journal of Research in Science Teaching",

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AU - Shymansky, James

AU - Yore, Larry D.

AU - Good, Ronald G

N1 - This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K‐8 teachers from 299 schools in the United States, Puerto Rico and...

PY - 1991/5

Y1 - 1991/5

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U2 - 10.1002/tea.3660280507

DO - 10.1002/tea.3660280507

M3 - Article

VL - 28

JO - Journal of Research in Science Teaching

JF - Journal of Research in Science Teaching

ER -

Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors

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