于曉平（2010）。奈米科技應用於高中資優班專題研究課程之探討。2010數理資優教育與師資培育國際研討會，國立彰化師範大學。
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8，84-98。
王文中、陳雪珠（1999）。教學觀點量表之發展與試題反應分析。應用心理研究，2，181-207。
何福田、羅瑞玉（1992）。教育改革與教師專業化。載於中華民國師範教育學會 （主編），教育專業（1-30頁），臺北市：師大書苑。
林建隆、石豫臺、吳仲卿、洪連輝、溫育德、張鈞權、林富美（2010）。高中奈米科技課程之概念與命題陳述之建構。物理教育學刊，11，31-42。
洪嘉駿、施昆易、王淑卿、董曜瑜、王國華（2018）。一個混成式案例教學模式應用於非正式科學師資培育之成效：由學習參與和學習感受觀點。科學教育學刊，26(2)，171-196。
施昆易、張惠博、王國華、陳均伊（2010）。一位中學教師將奈米科技融入科學教學之困境與挑戰。2010中華民國物理年會暨研究成果發表會，國立成功大學。
胡潛濱（2007）。九十五年度奈米科技人才培育先導型計畫結案報告書。臺北市：教育部。
莊雪芳、鄭湧涇（2003）。國中學生對生物學的態度與習環境之研究。科學教育學刊，11，171-194。
馬遠榮（2004）。奈米科技。臺北市：商周出版。
張惠博（2012）。奈米國家型科技人才培育政策導向計畫-子計畫一:將奈米科技融入中學科學課程的師資培育計畫(3/3)。行政院國科會專題研究計畫成果報告（編號：NSC 100-2120-S-018-002），未出版。
張慧珍、盧秀琴、宋家驥（2012）。國中奈米課程的概念建構與概念測驗。載於盧秀琴、宋家驥、張慧珍、陳月雲、陳桂貞（主編），「奈米科技」課程設計與概念理解教學手冊（67-88頁）。臺北市：五南圖書。
張慧珍、盧秀琴、宋家驥（2012）。國中「奈米科技」課程的概念發展與創意課程分享。載於盧秀琴、宋家驥、張慧珍、陳月雲、陳桂貞（主編），「奈米科技」課程設計與概念理解教學手冊（89-103頁）。臺北市：五南圖書。
教育部（2003）。國民中小學九年一貫課程綱要。臺北市：教育部。
教育部（2006）。十二年國教素養指標-自然科學領域。臺北市：教育部。
陳美如（2007）。教師領導。教育研究月刊，155，149-152。
葉孟考（2012）。「國中奈米補充教材」。臺北市：國家科學委員會。
曾國鴻、陳沅（2005）。國小師生對奈米科技之熟悉度、學習需求及其融入課程研究。科學教育學刊，13(1)，101-120。
甄曉蘭（2004）。課程理論與實務－解構與重建。臺北市：高等教育。
楊文森、張美玉、葉孟考（2013）。奈米科技教育融入課程實施的支持系統研究。科學教育學刊，21，215-235。
趙毓祈、熊召弟、于曉平（2011）。臺灣中小學奈米科技實驗教材之內容分析。科學教育學刊，56(4)，1-42。
蔡麗芬（1998）。宜蘭縣國小教師智能信念與教學信念之研究（未出版之碩士倫文）。國立花蓮師範學院，花蓮縣。
蔡信行、孫光中（2009）。奈米科技導論：基礎原理及應用。臺北縣：新文京開發。
鄭湧涇（2005）。我國科學教育改革的回顧與展望。科學教育月刊，284，2-22。
潘淑滿（2004）：質性研究：理論與應用。臺北市：心理出版社。
盧秀琴、宋家驥（2012）。高中奈米科技課程的科學概念。載於盧秀琴、宋家驥、張慧珍、陳月雲、陳桂貞（主編），「奈米科技」課程設計與概念理解教學手冊（9-29頁）。臺北市：五南圖書。
盧秀琴、宋家驥（2012）。北台灣地區高中「奈米科技」教學與學生的概念學習分析。載於盧秀琴、宋家驥、張慧珍、陳月雲、陳桂貞（主編），「奈米科技」課程設計與概念理解教學手冊（31-66頁）。臺北市：五南圖書。
盧秀琴、宋家驥（2010）。高中奈米科技課程的專家概念與情境式問卷之建構。教育實踐與研究，23，85-114。
鍾任琴（1994）。國小實習教師教育專業信念之發展（未出版之碩士論文）。國立政治大學，臺北市。
謝甫佩、洪振方（2004）。國小學生科學探究活動的課程設計及實施成果之個案研究。師大學報：科學教育類，49，61-86。
饒見維（2003）。教師專業成長：理論與實務。臺北市：五南出版社。
顏弘志、段曉林（2006）。建構主義取向的教學實踐-一位國小自然科教師信念、教學實踐的改變。科學教育學刊，14，571-595。
簡桂彬、梁至中、陳素芬（2017）。教學信念、年齡及科技教學與內容知識關係之探討。科學教育學刊，25，1-19。
羅美惠、張美玉、葉孟考（2016）。國小奈米科技教學策略。科學教育學刊，24(3)，275-297。

Abell, S. K. (2000). From professor to colleague: Creating a professional identity as collaborator in elementary science. Journal of Research in Science Teaching, 37(6), 548-562.
Abell , S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum Associates.
Adler, S. (1984). A field study of selected student teacher perspectives toward social studies. Theory and Research in Social Education, 12(1), 13-30
Akuma, F. V., & Vallaghan, R. (2017). Teaching practices linked to the implementation of inquiry-based practical work in certain science classrooms. Journal of Research in Science Teaching, 55(1), 1-27.
American Association for the Advancement of Science (1989). Science for all Americans: A Project 2061 report on scientific literacy goals in science, mathematics, and technology. Washington, DC: Author.
Anderson, R. D., & Mitchener, C. P. (1993). Research on science teacher education. In D. L. Gabel (Eds.), Handbook of research on science teaching and learning project (pp.3-44). Washington, DC: Macmillan Library Reference.
Anderson, R. D. (2002). Reforming science teaching: What research say about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Annetta, L. A. & Shymansky, J. A. (2006). Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies. Journal of Research in Science Teaching, 43(10), 1019-1039.
Baird, J. R., Fensham, P. J., Gunstone, R. F., & White, R. T. (1991). The importance of reflection in improving science teaching and learning. Journal of Research in Science Teaching, 28(2), 163-182.
Barrett, S. E., & Nieswandt, M. (2010). Teaching about ethics through socio-scientific issues in physics and chemistry: Teacher candidates’ beliefs. Journal of Research in Science Teaching, 47(4), 380-401.
Bennet, C. (1991). The teacher as decision maker program: An alternative for career-change preservice teachers. Journal of Teacher Education, 42(2), 119-130.
Bernier, N. R., & McClelland, A. E. (1989). The social context of professional development. In M. L. Holly & C. S. McLoughlin (Eds.), Perspectives on the teacher professional development (pp. 19-54). New York, NY: The Falmer Press.
Blackman, C. A. (1989). Issues in professional development: The continuing agenda. In M. L. Holly, & C. S. Mcloughlin (Eds.), Perspectives on the teacher professional development (pp. 1-18). New York, NY：The Falmer Press.
Book, C. L. (1996). Professional development schools. In J. Sikula, T. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (pp. 194-210). New York, NY: Macmillan.
Bradbury, L. U. (2010). Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Journal of Science Teacher Education, 94(6), 1049-1071.
Breslyn, W., & McGinnis, J. R. (2011). A comparison of exemplary biology, chemistry, earth science, and physics teachers’ conceptions and enactment of inquiry. Science Education, 96(1), 48-77.
Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphor, and teaching practices: A case study of teacher change. Science Education, 75(2), 185-199.
Brousseau, B. A., Book, C., & Byers. J. L. (1988). Teacher beliefs and the culture of teaching. Journal of Teacher Education, 39(1), 33-39.
Brown, S. L., & Melear, C. L. (2006). Investigation of secondary science teachers’ beliefs and practices after authentic inquiry-based experience. Journal of Research in Science Teaching, 43(9), 938-962.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bryan L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835-868.
Bryan, L. A., Sederberg, D., Daly, S., Daly, S., Sears, D., & Giordano, N. (2012). Facilitating teachers ’ development of nanoscale science, engineering, and technology content knowledge. Nanotechnol Reviews, 1, 85-95.
Bryan, L. A., Magana, A. J., & Sederberg, D. (2015). Published research on pre-college students' and teachers' nanoscale science, engineering, and technology learning. Nanotechnol Reviews, 4, 7-32.
Burden, P. R. (1990). Teacher development. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of research on teacher education (pp. 311-328). New York, NY: Macmillan.
Byers, A., & Fitzgerald, M. A. (2002). Networking for leadership, inquiry and systemic thonking: A new approach to inquiry-based learning. Journal of Science Education and Technology, 11(1), 81-91.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York, NY: Macmillan Library.
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching & Teacher Education, 7, 1-8.
Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering design: An action research study. Journal of Science Teacher Education, 22(7), 645-660.
Carin, A. A., Bass, J. E., & Contant, T. L. (2005). Teaching science as inquiry (10th ed.). NJ: Pearson Education.
Carter, K. (1990). Teacher’s knowledge and learning to teach. In W. R. Houston & J. Sikula (Eds.), Handbook of Research on teacher education (pp. 291-310). New York, NY: Millan.
Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
Chao, Y.-C., & Hsuing, C.-T. (2010). A content analysis of K-12 nano education teaching materials in Taiwan. Paper presented at the 6th International Conference on Science, Mathematics and Technology Education, Parkview Hotel, Hualien, Taiwan.
Chen, H.-P., Lee, J.-W., Lee, Y.-C., Wu, K.-L., Wu, P.-H., & Hsu, C.-L. (2010). Courses modification and evaluation to improve the basic scientific abilities of students taking the micro/nanotechnology program in a technology university. Paper presented at the 6th International Conference on Science, Mathematics and Technology Education, Parkview Hotel, Hualien, Taiwan.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
Collette, A. T., & Chiappetta, E. L. (1984). Science instruction in the middle and secondary schools. St. Louis, MO: Times Mirror/ Mosby College Pubishing.
Collins, A., & Gillespie, N. (Eds.) (2009). The continuum of secondary science teacher preparation: Knowledge, questions, and research recommendations. Rotterdam, Netherlands: Sense Publisher.
Crawford, B. A. (2000). Embracing the essence of inquiring: New role for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-342.
Czajka, C. D., & McConnell, D. (2019). The adoption of student-centered teaching materials as a professional development experience for college faculty. International Journal of Science Education, 41(5), 693-711.
Deboer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
Doyle, W. (1990). Themes in teacher education research. In W. Robert (Eds.), Handbook of research in teacher education (pp.3-24). New York, NY: Macmillan.
Driscoll, M. (1999). Web-based training in the workplace. Adult Learning, 10(4), 21-25.
Dunkhase, J. A. (2003). Coupled –inquiry cycle: A teacher concerns-based model for effective student inquiry. Science Educator, 12(1), 10-15.
Eick, C., & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers’ practical knowledge through coteaching in inquiry classrooms. Science Education, 89(3), 470-491.
Falk, J., & Drayton, B. (2006). Dimensions that shape teacher–scientist collaborations for teacher enhancement. Science Education, 90(4), 734-761.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
Fetters, M. K., & Vellom, P. (2001). Linking schools and universities in partnership for science teacher preparation. In D. R. Lavoie, & W.-M. Roth (Eds.), Models of science teacher preparation (pp. 67-88). Boston, MA : Kluwer Academic Publishers.
Fletcher, S. S., & Luft, J. A. (2011). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. Journal of Science Teacher Education, 95(6), 1124-1146.
Flick, L.B. & Lederman, N.G. (2004). Scientific inquiry and nature of science : Implications for teaching, learning, and teacher education. Boston, MA : Kluwer Academic Publishers.
Frey, K. M. (1987). Administrative implications of self-reported instructional beliefs and practices of secondary school teachers. (Unpublished doctoral dissertation). University of Arizona, Tucson, Arizona.
Friedrichsen, P. J., Abell, S. K., Pareja, E. M., & Brown, P. L. (2009). Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383
Gardner, G., Jones, G., Taylor, A., Forrester, J., & Robertson, L. (2010). Students’ risk perceptions of nanotechnology applications: Implications for science education. International Journal of Science education, 32(4), 1951-1969
Gess-Newsome, J. (2001). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds), Examing pedagogical content knowledge (pp. 3-20). Dordrecht, Netherlands: Kluwer Academic Publishers.
Glathorn, A. A. (1987). Curriculum leadership. Glenview,IL:Scott, Foresman and Company.
Glesne, C. (1999). Becoming qualitative research: An introduction. New York, NY: Longman.
Goodnough, K. (2018). Addressing contradictions in teachers’ practice through professional learning: An activity theory perspective. International Journal of Science Education, 40(7), 2181-2204.
Gordon, S. P. (Eds.) (2008). Collaborative Action Research: Developing Professional Learning Communities. New York, NY: Teachers College Press.
Gratch, A. (1998). Beginning teacher and mentor relationships. Journal of Teacher Education, 49(3), 220-227.
Grier, J. M., & Johnston, C. C. (2009). An Inquiry Into the Development of Teacher Identities in STEM Career Changers. Journal of Science Teacher Education, 20(1), 57-75.
Griffiths, D. J. (2005). Introduction to quantum mechanics. Upper Saddle River, NJ: Pearson Prentice Hall.
Hall.Haefner, L. A., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understanding of science inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.
Hand, B., Hohenshell, L., & Prain, V. (2004). Exploring students’ responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210.
Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in understanduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
Hathom, L., & Ingram, A. (2000). Cooperation and collaboration using computer-mediated communication. Journal of Educational Computing Research, 26(3), 325-347
Hewson, P. W. (2007). Teacher professional development in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1179-1203). Mahwah, NJ: Lawrence Erlbaum Associates.
Heywood, D., & Parker, J. (2010). The pedagogy of physical science. New York, NY: Springer Dordrecht Heidelberg London.
Hingant, B., & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121-152.
Holdzkom, D., & Brandt, R. M. (1995). From accountability to professional empowerment in North Carolina. In L. D. Daniel (Eds.), Teacher evaluation policy-from accountability to professional development (pp. 35-63). Albany, NY: State University of New York Press.
Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching. Science Education, 89(4), 657-674.
Jeanpierre, B. Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 42(6), 668-690.
Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M, & Chevrier, J. (2013). Nanotechnology and nanoscale science: Educational challenges. International Journal of Science Education, 35(9), 1490-1512.
Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T. (2008). Experienced and novice teachers’ concepts of spatial scale. International Journal of Science Education, 30(3), 409-429.
Kanari, Z., & Millar, R. (2004). Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching, 41(7), 748-769.
Keys C. W., Bryan L. A. (2001).Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.
Khourey-Bowers, C., & Fenk, C. (2009). Influence of constructivist professional development on chemistry content knowledge and scientific model development. Journal of Science Teacher Education, 20(5), 437-457.
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
Kokkotas, P., Vlachos, I., & Koulaidis, V. (1998). Teaching the topics of the particulate nature of matter in prospective teachers’ training courses. International Journal of Science Education, 20(3), 291-303.
Krijtenburg-Lewerissa, K., Pol, H. J., Brinkman, A, & Joolingen, W. R. (2019). Key topics quantum mechanics at secondary schools: A Delphi study into expert opinions. International Journal of Science Education, 41(3), 349-366.
Laherto, A. (2011). Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers. Nordic Studies in Science Education, 7(2), 126-139.
Laherto, A. (2010). An analysis of the educational significance of nanoscience and nanotechnology in scientific and technological literacy. Science Education International, 21(3), 160-175.
Lane, N., & Kalil, T. (2005). The national nanotechnology initiative. Retrieved from http://www.issues.org/21.4/lane.html.
Lavoie, D. R. (2001). New trchnologies and science teacher preparation. In D. R. Lavoie & W.-M. Roth (Eds.), Models of science teacher preparation (pp. 163-176). Boston, MA : Kluwer Academic Publishers.
Lavoie, D. R., & Roth, W.-M. (Eds.) (2001). Models of science teacher preparation. Boston, MA : Kluwer Academic Publishers.
Lavonen, J., Jauhiainen, J., Koponen, T. I., & Kurki-Suonio, K. (2004). Effect of a long-term in-service training program on teachers’ beliefs about the role of experiment in physics education. International Journal of Science Education, 26(3), 309-328.
Lederman, N. G., & Lederman, J. S. (2008). Professional development needs of beginning and experienced science/mathematics teacher. 師資培育教師專業成長工作坊，國立彰化師範大學。
Lee, O., Hart, J. E., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021-1043.
Lichtman, M. (2010). Qualitative research in education: A user’s guide. Thousands Oaks, CA: Sage.
Lin, S.-F., & Lin, H.-S. (2016). Learning nanotechnology with texts and comics: The imports on students of different achievement levels. International Journal of Science Education, 38(8), 1373-1391.
Lin, S.-F., Chen, J.-Y., Shih, K.-Y., Wang, K.-H., & Chang, H.-P. (2015). Science teachers’ perceptions of nanotechnology teaching and professional development: A survey study in Taiwan. Nanotechnology reviews, 4, 71-80.
Lotter, C., Harwood, W. S., Bonner, 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.
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, California: Corwin press, Inc.
Loughran, J. J. (2007). Science teacher as learner. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1043–1066). Philadelphia, NJ: Lawrence Erlbaum Associates.
Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam, Netherlands : Sense Publishers
Loughran, J. J. (2003). In search of meaning in teaching about teaching: Self-study of teacher education practices. International Journal of Educational Policy, Research and Practice, 4(2), 3-37.
Loughran, J. (2002).Effective reflective practice: In search of meaning in Learning about teaching. Journal of Teacher Education, 53(1), 33-43
Lu, C. C., Chang, H. C., & Sung, C. C. (2010). Development of Expert conception in high school nanotechnology curriculum in Taiwan. Paper presented at 3rd World Conference on Science and Technology Education, Tartu, Estonia.
Luft, J. A. (2009). Beginning secondary science teachers in different induction programmes: The first year of teaching. International Journal of Science Education, 31(17), 2355-2384.
Luft, J. A., Firestone, J. B., Wong, S. S., Ortega, I., Adams, K., & Bang, E. (2011). Beginning secondary science teacher induction: A two-year mixed methods study. Journal of Research in Science Teaching, 48(10), 1199-1224.
Lunetta, V.N., & Tamir, P. (1981). An analysis of laboratory activities: Project physics and PSSC. School Science & Mathematics, 81(8), 230-236
Lyons, L. L., Freitag, P. K., & Hewson, P. W. (1997). Dichotomy in thinking, Dilemma in actions: Researcher and teacher perspectives on a chemistry teaching practice. Journal of Research in Science Teaching, 34(3), 239-254.
Magana, A. J., Brophy, S. P., & Bryan, L. A. (2012). An integrated knowledge framework to characterize and scaffold size and scale cognition (FS2C). International Journal of Science Education, 34(14), 2181-2203.
Magnusson, S., Krajcik, J., & Borko, H. (2001). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds), Examing pedagogical content knowledge (pp.95-132). Dordrecht, Netherlands: Kluwer Academic Publishers..
Martin-Hansen, L. (2002). Defining inquiry. The science teacher, 69(2), 34-37
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry-based science in middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080.
McConnell, D. (2000). Implementing computer supported cooperative learning. London, England: Kogan Page.
Mill, G.E. (2000). Action research: A guide for the teacher research. London, England: Prentice-Hall.
Morine-Dershimer, G., & Kent, T. (2001). The complex nature and sources of teachers’ pedagogical. In J. Gess-Newsome & N. G. Lederman (Eds), Examing pedagogical content knowledge (pp. 21-50). Dordrecht, Netherlands: Kluwer Academic Publishers.
Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84(2), 193-211.
National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do: The five core propositions of the national board. Retrieved from http://www.nbpts.org/UserFiles/File/what_teachers.pdf
National Research Council (1996). The national science education standards. Washington, DC: National Academy Press.
National Research Council (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
National Research Council (2002). Small wonders, endless frontiers: A review of the National Nanotechnology initiative. Washington, DC: National Academy press.
Newman, Jr., W. J., Abell, S. K., Hubbard, P. D., McDonald, P. D., Otaala, J., & Maryini, M. (2004). Dilemmas of teaching inquiry in elementary science method. Journal of Science Teacher Education. 15(4), 257-279.
Northfield, J. (1998). Teacher educators and the practice of science teacher education. In B. J. Fraser & K. G. Tobin (Eds.). International handbook of science education (pp. 695-706). Dordrecht, Netherlands: Kluwer Academic.
Oliver, J. S. (2009). Field experience: Enacting secondary science teacher education. In Collins, A., & Gillespie, N. (Eds.), The continuum of secondary science teacher preparation: Knowledge, questions, and research recommendations. (pp. 49-62). Rotterdam, Netherlands: Sense Publisher.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 109-115.
Palmer, D. (2008). Practices and innovations in Australian science teacher education programs. Research in Science Education, 38(2), 167-188.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
Parke, H. M., & Coble, C. R. (1997). Teachers Designing Curriculum as Professional Development: A Model for Transformational Science Teaching. Journal of Research in Science Teaching, 34(8), 773-789.
Pitjeng-Mosabala, P., & Rollnick, M. (2018) Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms, International Journal of Science Education, 40 (7), 742-770.
Plonczak, I. (2010). Videoconferencing in math and science preservice elementary teachers’field placement. Journal of Science Teacher Education, 21(2), 241-254.
Roblyer, M. D. (1992). Computer in education. In G. Bitter (Eds), Macmillan encyclopedia of computers (pp. 332-345). New Yore, NY: Macmillan.
Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Englewood Cliffs, NJ: Pearson Education.
Roehrig, G. H. & Luft, J. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
Roth, W.-M. (2001). Becoming-in-the-classroom: Learning to teaching in/as praxis. In D. R. Lavoie & W.-M. Roth (Eds.), Models of science teacher preparation (pp. 11-30). Boston, MA: Kluwer Academic Publishers.
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching: Creating resources for learning and learning to teaching chemistry in urban high school. Journal of Research in Science Teaching, 41(9), 882-904.
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675-705.
Ross, J. A., Rolheiser, C.& Hogaboam-Gray, A.(1999). Effects of collaborative action research on the knowledge of five Canadian teacher-researchers. The Elementary School Journal, 99(3), 255-274.
Ross, E. W. (1987). Teacher perspective development: A study of preservice social studies teachers. Theory and Research in Social Education, 15(4), 225-243.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376.
Sakhnini, S., & Blonder, R. (2016). Nanotechnology applications as a context for teaching the essential concepts of NST. International Journal of Science Education, 38(3), 521-538.
Sakhnini, S., & Blonder, R. (2015). Essential concepts of nanoscale science and technology for high school students based on a Delphi study by the expert community. International Journal of Science Edcuation, 37(1), 1699-1738.
Sandoval, W. M., & Daniszewski, k. (2004). Mapping trsde-offs in teachers’ integration of technology-supported inquiry in high school science classes. Journal of Science Education and Technology, 13(2), 161-178.
Schank, P., Krajcik, J., & Yunker, M. (2007). Can nanoscience be a catalyst for education reform? In F. Allhoff, P. Lin, J. Moor & J. Weckert (Eds.), Nanoethics: The ethical and social implications of nanotechnology (pp. 277-290). Hoboken, NJ: Wiley Publishing.
Shapter, J. G., Ford, M. J., Maddox, L. M., & Waclawik, E. R. (2002). Teaching undergraduates nanotechnology. International Journal of Engineers Education, 18(5), 512-518.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Simonneaux, L., Panissal, N., & Brossais, E. (2013). Studernts’ perception of risk about nanotechnology after an SAQ teaching strategy. International Journal of science Education, 35(14), 2376-2406.
Stevens, S. Y., Sutherland, L. A., & Krajcik, J. S. (2009). The big ideas of nanoscale science and engineering: A guidebook for secondary teachers. National Science Teacher Association.
Szeto, A. K., & Bodner, G. M. (2010). Research on undergraduate students’ understanding of nanoscience and the development of a nanoscience concept inventory. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Takao, A. Y. & Kelly, G. J. (2003). Assessment of evidence in the university students’ scientific writing. Science and Education, 12(4), 341-363.
Tasng, W. K. (2003). Journaling from internship to practice teaching. Reflective Practice, 4(2), 221-240.
Taylor, A., & Jones, G. (2009). Proportional reasoning ability and concepts of scale: Surface area to volume relationships in science. International Journal of Science Education, 31(9), 1231-1247.
Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam, Netherlands : Sense Publishers.
Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Eds.), Handbook of research on science teaching and learning (pp45-128). New York, NY: Macmillan.
Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Eds.), Handbook of research on science teaching and learning (pp45-128). New York, NY: Macmillan.
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553.
Trowbridge, L. W., & Bybee, R. W. (1979). Becoming a secondary school science teacher. Columbus, OH: Merrill Publishing Company.
Tsai, C. C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
Tsui, C. Y., & Treagust, D. F. (2007) Understanding genetics: Analysis of secondary students’ conceptual status. Journal of Research in Science Teaching, 44(2), 205-235.
Tuan, H. L.,Chin, C. C., & Shieh, S. H.(2005).The Development of a Questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
UNESCO(1966).ILO/UNESCO Recommendation concerning the status of teachers. Retrieved from https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/ ---sector/documents/normativeinstrument/wcms_162034.pdf.
van Driel, J. H., Beijard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practial knowledge. Journal of Research in Science teaching, 38(2), 137-158.
van Zee, E. H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.
Wallace, J., & Louden, B. (2002). Dilemmas of Science Teaching: Perspectives on problems of practice. London, England: Routledge Falmer/Taylor & Francis.
Wallace, C. S., & Kang, N. H. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936-960.
Weiss, I. R. ,& Pasley, J. D. (2004). What is high-quality instruction? Educational Leadership, 61, 24-28.
Windschitl, M. (2003). Inquiry project in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-141.
Winkelmann, K., & Bhushan, B. (2016). Global perspectives of nanoscience and engineering education. Basel, Switzerland: Springer Nature Switzerland AG.
Wischow, E., Bryan, L., & Bodner, G. M. (2010). Teachers’ transformation of nanoscience subject matter knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Wise, A. E. (2005). Establishing teaching as a profession: The essential role of professional accreditation. Journal of Teacher Education, 56(4), 318-331.
Zee, E. V., Long, M., & Windschitl, M. (2009). Secondary science teaching methods curses. In A. Collins, & N. Gillespie (Eds.), The continuum of secondary science teacher preparation: Knowledge, questions, and research recommendations. (pp. 23-32). Rotterdam, Netherlands: Sense Publisher.
Zeichner, K. M., & Tabachnick, B. R. (1985). The development of teacher perspectives: Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching, 11(1), 1-25
Zion, M., Cohen, S., & Amir, R. (2007). The spectrum of dynamic inquiry teaching practice. Research in Science Education, 37(4), 423-447.