Defining sensemaking: Bringing clarity to a fragmented theoretical construct.
- Published in:
- Science Education, 2019, v. 103, n. 1, p. 187, doi. 10.1002/sce.21452
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- Publication type:
- Article
Works matching IS 00368326 AND DT 2019 AND VI 103 AND IP 1
Results: 10
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Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types.
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- Science Education, 2019, v. 103, n. 1, p. 123, doi. 10.1002/sce.21482
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- Publication type:
- Article
3
Applying the ambitious science teaching framework in undergraduate biology: Responsive talk moves that support explanatory rigor.
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- Science Education, 2019, v. 103, n. 1, p. 92, doi. 10.1002/sce.21484
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- Article
4
Coming to terms: Addressing the persistence of "hands‐on" and other reform terminology in the era of science as practice.
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- Science Education, 2019, v. 103, n. 1, p. 167, doi. 10.1002/sce.21488
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- Publication type:
- Article
5
"We're getting somewhere": Development and implementation of a framework for the analysis of productive science discourse.
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- Science Education, 2019, v. 103, n. 1, p. 5, doi. 10.1002/sce.21485
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- Publication type:
- Article
6
What is engineering? Elaborating the nature of engineering for K‐12 education.
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- Science Education, 2019, v. 103, n. 1, p. 145, doi. 10.1002/sce.21483
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- Publication type:
- Article
7
Orchestration of classroom discussions that foster appropriation.
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- Science Education, 2019, v. 103, n. 1, p. 206, doi. 10.1002/sce.21475
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- Article
8
Persistence of the two‐worlds pitfall: Learning to teach within and across settings.
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- Science Education, 2019, v. 103, n. 1, p. 61, doi. 10.1002/sce.21460
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- Article
9
Issue Information.
- Published in:
- Science Education, 2019, v. 103, n. 1, p. 1, doi. 10.1002/sce.21463
- Publication type:
- Article
10
Grappling with racism as foundational practice of science teaching.
- Published in:
- Science Education, 2019, v. 103, n. 1, p. 37, doi. 10.1002/sce.21450
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- Publication type:
- Article