Found: 12
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Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study.
- Published in:
- Journal of Pre-College Engineering Education Research, 2015, v. 5, n. 1, p. 15, doi. 10.7771/2157-9288.1087
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- Article
Student Learning in Challenge-Based Engineering Curricula.
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- Journal of Pre-College Engineering Education Research, 2013, v. 3, n. 1, p. 53, doi. 10.7771/2157-9288.1080
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- Publication type:
- Article
Designing for STEM Integration.
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- Journal of Pre-College Engineering Education Research, 2013, v. 3, n. 1, p. 22, doi. 10.7771/2157-9288.1078
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- Publication type:
- Article
Developing a Vision of Pre-College Engineering Education.
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- Journal of Pre-College Engineering Education Research, 2012, v. 2, n. 2, p. 36, doi. 10.5703/1288284314869
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- Article
Engaging Students in the Scientific Practices of Explanation and Argumentation.
- Published in:
- Science Teacher, 2012, v. 79, n. 4, p. 34
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- Publication type:
- Article
Epistemologies in practice: Making scientific practices meaningful for students.
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- Journal of Research in Science Teaching, 2016, v. 53, n. 7, p. 1082, doi. 10.1002/tea.21257
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- Publication type:
- Article
Framing for scientific argumentation.
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- Journal of Research in Science Teaching, 2012, v. 49, n. 1, p. 68, doi. 10.1002/tea.20446
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- Publication type:
- Article
Engaging Students in the Scientific Practices of Explanation and Argumentation.
- Published in:
- Science & Children, 2012, v. 49, n. 8, p. 8
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- Publication type:
- Article
Engaging Students in the Scientific Practices of Explanation and Argumentation.
- Published in:
- Science Scope, 2012, v. 35, n. 8, p. 6
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- Publication type:
- Article
For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson.
- Published in:
- 2012
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- Publication type:
- Opinion
Classroom communities' adaptations of the practice of scientific argumentation.
- Published in:
- Science Education, 2011, v. 95, n. 2, p. 191, doi. 10.1002/sce.20420
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- Publication type:
- Article
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts.
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- Science Education, 2010, v. 94, n. 5, p. 765, doi. 10.1002/sce.20402
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- Publication type:
- Article