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Deepika Menon
Deepika Menon
Assistant Professor of Science Education, University of Nebraska-Lincoln
Dirección de correo verificada de unl.edu
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Citado por
Citado por
Año
Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge
D Menon, TD Sadler
Journal of Science Teacher Education 27 (6), 649-673, 2016
2102016
Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses
D Menon, TD Sadler
International Journal of Science and Mathematics Education, 1-21, 2018
1012018
Learning biology through innovative curricula: A comparison of game‐and nongame‐based approaches
TD Sadler, WL Romine, D Menon, RE Ferdig, L Annetta
Science Education 99 (4), 696-720, 2015
692015
Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development
D Menon
Journal of Science Teacher Education 31 (4), 460-481, 2020
502020
Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy
D Menon, M Chandrasekhar, D Kosztin, DC Steinhoff
Science Education, 2020
372020
Equitable written assessments for English language learners: How scaffolding helps
MA Siegel, D Menon, S Sinha, N Promyod, C Wissehr, KL Halverson
Journal of Science Teacher Education 25 (6), 681-708, 2014
322014
Investigating preservice teachers’ science teaching self-efficacy: An analysis of reflective practices
D Menon, S Azam
International Journal of Science and Mathematics Education 19 (8), 1587-1607, 2021
272021
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum.
D Menon, M Chandrasekhar, D Kosztin, D Steinhoff
Contemporary Issues in Technology and Teacher Education 17 (3), 2017
272017
Learning from rookie mistakes: Critical incidents in developing pedagogical content knowledge for teaching science to teachers
S Cite, E Lee, D Menon, DL Hanuscin
Studying Teacher Education 13 (3), 275-293, 2017
172017
Socio-scientific issue based education for three-dimensional science learning: Derivation of an instructional model
TD Sadler, P Friedrichsen, K Graham, J Foulk, N Tang, D Menon
Annual Conference of the National Association for Research in Science …, 2015
152015
Preservice elementary teachers’ identity development in learning to teach science: A multi-site case study
D Menon, S Azam
Journal of Science Teacher Education 32 (5), 558-577, 2021
122021
Engaging Preservice Secondary Science Teachers in an NGSS-Based Energy Lesson: A Nanoscience Context
D Menon, MS Devadas
Journal of Chemical Education, https://pubs.acs.org/doi/full/10.1021/ac, 2019
122019
Developing PCK for teaching teachers through a mentored internship in teacher professional development
DL Hanuscin, D Menon, E Lee
Learning, Teaching, and Curriculum presentations (MU), 2011
102011
Preservice Secondary STEM Teachers’ Reflective Practice in Microteaching
D Menon, R Ngugi
Teacher Education Quarterly 49 (1), 29-52, 2022
82022
The derivation of an instructional model and design processes for socioscientific issues-based teaching
TD Sadler, P Friedrichsen, K Graham, J Foulk, NE Tang, D Menon
annual meeting of the National Association for Research in Science Teaching …, 2015
82015
Socio-scientific issue based education for three dimensional learning: Derivation of instructional model
T Sadler, P Friedrichsen, K Graham, J Foulk, N Tang, D Menon
NARST Annual Meeting, Chicago, IL, 2017
62017
Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding
D Menon
University of Missouri-Columbia, 2015
62015
Exploring STEM teaching assistants’ self-efficacy and its relation to approaches to teaching
CR Smith, D Menon, A Wierzbicki, JM Dauer
CBE—Life Sciences Education 22 (1), ar6, 2023
52023
Teacher? Learner? Both!
DL Hanuscin, D van Garderen, D Menon, J Davis, E Lee, R Smith
42011
Influence of Science Experiences on Preservice Elementary Teachers’ Beliefs
S Azam, D Menon
32021
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