| Year |
Citation |
Score |
| 2014 |
Yang C, Noh T, Scharmann LC, Kang S. A Study on the Elementary School Teachers' Awareness of Students' Alternative Conceptions about Change of States and Dissolution Asia-Pacific Education Researcher. 23: 683-698. DOI: 10.1007/S40299-013-0140-7 |
0.5 |
|
| 2013 |
Southerland SA, Scharmann LC. Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science Theory Into Practice. 52: 59-65. DOI: 10.1080/07351690.2013.743778 |
0.549 |
|
| 2011 |
Winslow MW, Staver JR, Scharmann LC. Evolution and personal religious belief: Christian university biology-related majors' search for reconciliation Journal of Research in Science Teaching. 48: 1026-1049. DOI: 10.1002/Tea.20417 |
0.419 |
|
| 2008 |
Smith MU, Scharmann L. A multi-year program developing an explicit reflective pedagogy for teaching pre-service teachers the nature of science by ostention Science and Education. 17: 219-248. DOI: 10.1007/S11191-006-9009-Y |
0.547 |
|
| 2008 |
Griffith G, Scharmann LC. Initial Impacts of No Child Left Behind on Elementary Science Education. Journal of Elementary Science Education. 20: 35-48. DOI: 10.1007/Bf03174707 |
0.665 |
|
| 2007 |
Scharmann LC. A dynamic professional development school partnership in science education Journal of Educational Research. 100: 235-242. DOI: 10.3200/Joer.100.4.235-242 |
0.498 |
|
| 2007 |
James MC, Scharmann LC. Using analogies to improve the teaching performance of preservice teachers Journal of Research in Science Teaching. 44: 565-585. DOI: 10.1002/Tea.20167 |
0.515 |
|
| 2005 |
Scharmann LC. A proactive strategy for teaching evolution American Biology Teacher. 67: 12-16. DOI: 10.1662/0002-7685(2005)067[0012:Apsfte]2.0.Co;2 |
0.418 |
|
| 2005 |
Kang S, Scharmann LC, Noh T, Koh H. The influence of students' cognitive and motivational variables in respect of cognitive conflict and conceptual change International Journal of Science Education. 27: 1037-1058. DOI: 10.1080/09500690500038553 |
0.376 |
|
| 2005 |
Scharmann LC, Smith MU, James MC, Jensen M. Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology Journal of Science Teacher Education. 16: 27-41. DOI: 10.1007/S10972-005-6990-Y |
0.508 |
|
| 2005 |
Kang S, Scharmann LC, Noh T. Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders Science Education. 89: 314-334. DOI: 10.1002/Sce.20053 |
0.416 |
|
| 2004 |
Noh T, Cha J, Kang S, Scharmann LC. Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on-site training International Journal of Science Education. 26: 1269-1289. DOI: 10.1080/0950069042000205422 |
0.459 |
|
| 2004 |
Kang S, Scharmann LC, Noh T. Reexamining the role of cognitive conflict in science concept learning Research in Science Education. 34: 71-96. DOI: 10.1023/B:Rise.0000021001.77568.B3 |
0.396 |
|
| 2003 |
Niaz M, Abd-El-Khalick F, Benarroch A, Cardellini L, Laburú CE, Marín N, Montes LA, Nola R, Orlik Y, Scharmann LC, Tsai C, Tsaparlis G. Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez et al. Science Education. 12: 787-797. DOI: 10.1023/B:Sced.0000004555.57519.8F |
0.479 |
|
| 2001 |
Scharmann LC, Smith MU. Further thoughts on defining versus describing the nature of science: A response to Niaz Science Education. 85: 691-693. DOI: 10.1002/Sce.1033 |
0.334 |
|
| 1999 |
Smith MU, Scharmann LC. Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators Science Education. 83: 493-509. DOI: 10.1002/(Sici)1098-237X(199907)83:4<493::Aid-Sce6>3.0.Co;2-U |
0.57 |
|
| 1997 |
Noh T, Scharmann LC. Instructional Influence of a Molecular-Level Pictorial Presentation of Matter on Students' Conceptions and Problem-Solving Ability Journal of Research in Science Teaching. 34: 199-217. DOI: 10.1002/(Sici)1098-2736(199702)34:2<199::Aid-Tea6>3.0.Co;2-O |
0.369 |
|
| 1996 |
Cannon JR, Scharmann LC. Influence of a cooperative early field experience on preservice elementary teachers' science self-efficacy Science Education. 80: 419-436. DOI: 10.1002/(Sici)1098-237X(199607)80:4<419::Aid-Sce3>3.0.Co;2-G |
0.478 |
|
| 1995 |
Scharmann LC, Orth Hampton CM. Cooperative learning and preservice elementary teacher science self-efficacy Journal of Science Teacher Education. 6: 125-133. DOI: 10.1007/Bf02614570 |
0.412 |
|
| 1995 |
Enochs LG, Scharmann LC, Riggs IM. The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy Science Education. 79: 63-75. DOI: 10.1002/Sce.3730790105 |
0.503 |
|
| 1994 |
Scharmann LC. Teaching evolution: The influence of peer teachers' instructional modelling Journal of Science Teacher Education. 5: 66-76. DOI: 10.1007/Bf02962859 |
0.45 |
|
| 1994 |
Scharmann LC. Teaching evolution: Designing successful instruction Journal of Science Teacher Education. 5: 122-129. DOI: 10.1007/Bf02614610 |
0.51 |
|
| 1994 |
Stalheim-Smith A, Scharmann LC. General Biology: Creating a Positive Learning Environment for Elementary Education Majors American Biology Teacher. 56: 216-220. DOI: 10.1007/Bf00117031 |
0.561 |
|
| 1992 |
Scharmann LC, McLellan H. Enhancing Science-Technology-Society (STS) Instruction: An Examination of Teacher Goal Orientations School Science and Mathematics. 92: 249-252. DOI: 10.1111/J.1949-8594.1992.Tb15583.X |
0.408 |
|
| 1992 |
Scharmann LC, Harris WM. Teaching evolution: Understanding and applying the nature of science Journal of Research in Science Teaching. 29: 375-388. DOI: 10.1002/Tea.3660290406 |
0.568 |
|
| 1991 |
Nastase AJ, Scharmann LC. Nonmajors’ Biology: Enhanced Curricular Considerations American Biology Teacher. 53: 31-36. DOI: 10.2307/4449210 |
0.461 |
|
| 1991 |
Lumpe AT, Scharmann LC. Meeting Contemporary Goals for Lab Instruction: A Content Analysis of Two Secondary Biology Textbooks. School Science and Mathematics. 91: 231-235. DOI: 10.1111/J.1949-8594.1991.Tb12088.X |
0.402 |
|
| 1991 |
Scharmann LC. Teaching Angiosperm Reproduction by Means of the Learning Cycle School Science and Mathematics. 91: 100-104. DOI: 10.1111/J.1949-8594.1991.Tb12057.X |
0.333 |
|
| 1990 |
Scharmann LC. Enhancing an Understanding of the Premises of Evolutionary Theory: The Influence of a Diversified Instructional Strategy School Science and Mathematics. 90: 91-100. DOI: 10.1111/J.1949-8594.1990.Tb12000.X |
0.303 |
|
| 1989 |
Scharmann LC. Developmental influences of science process skill instruction Journal of Research in Science Teaching. 26: 715-726. DOI: 10.1002/Tea.3660260807 |
0.504 |
|
| 1989 |
Staver JR, Enochs LG, Koeppe OJ, McGrath D, McLellan H, Oliver JS, Scharmann LC, Wright EL. A summary of research in science education — 1987. Part 1 Science Education. 73: 243-292. DOI: 10.1002/Sce.3730730302 |
0.449 |
|
| 1988 |
Scharmann LC. The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science Journal of Research in Science Teaching. 25: 589-604. DOI: 10.1002/Tea.3660250706 |
0.486 |
|
| 1988 |
Scharmann LC. Locus of control: A discriminator of the ability to foster an understanding of the nature of science among preservice elementary teachers Science Education. 72: 453-465. DOI: 10.1002/Sce.3730720405 |
0.44 |
|
| 1986 |
Scharmann LC, Harty H. Shaping the Nonmajor General Biology Course American Biology Teacher. 48: 166-169. DOI: 10.2307/4448243 |
0.359 |
|
| 1986 |
Scharmann L, Harty H, Holland J. Development and Partial Validation of an Instrument to Examine Preservice Elementary Teachers' Process Orientation to Science. Science Education. 70: 375-387. DOI: 10.1002/Sce.3730700404 |
0.422 |
|
| 1985 |
Harty H, Beall D, Scharmann L. Relationships between Elementary School Students' Science Achievement and Their Attitudes Toward Science, Interest in Science, Reactive Curiosity, and Scholastic Aptitude School Science and Mathematics. 85: 472-479. DOI: 10.1111/J.1949-8594.1985.Tb09650.X |
0.402 |
|
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