“From the Beginning, I Felt Empowered”: Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

Daniel Birmingham; Lara Smetana; Elizabeth Coleman

doi:10.1007/s11165-017-9664-9

“From the Beginning, I Felt Empowered”: Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

Daniel Birmingham
, Lara Smetana
, Elizabeth Coleman

School of Education

Colorado State University

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

Original language	American English
Journal	Research in Science Education
DOIs	https://doi.org/10.1007/s11165-017-9664-9
State	Published - Sep 19 2017

Disciplines

Library and Information Science
Psychology
Curriculum and Instruction

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10.1007/s11165-017-9664-9License: Unspecified

Cite this

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title = "“From the Beginning, I Felt Empowered”: Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education",

author = "Daniel Birmingham and Lara Smetana and Elizabeth Coleman",

note = "While a renewed national dialog promotes the importance of science education for future technological and economic viability, students must find science personally relevant to themselves and their communities if the goals set forth in recent reform movements are to be achieved.",

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doi = "10.1007/s11165-017-9664-9",

language = "American English",

journal = "Research in Science Education",

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AU - Birmingham, Daniel

AU - Smetana, Lara

AU - Coleman, Elizabeth

N1 - While a renewed national dialog promotes the importance of science education for future technological and economic viability, students must find science personally relevant to themselves and their communities if the goals set forth in recent reform movements are to be achieved.

PY - 2017/9/19

Y1 - 2017/9/19

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M3 - Article

JO - Research in Science Education

JF - Research in Science Education

ER -

“From the Beginning, I Felt Empowered”: Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

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