Works matching IS 00368326 AND DT 2025 AND VI 109 AND IP 1
Results: 13
Exploring how museums can support science teacher leaders as boundary spanners.
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- Science Education, 2025, v. 109, n. 1, p. 106, doi. 10.1002/sce.21906
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Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners.
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- Science Education, 2025, v. 109, n. 1, p. 128, doi. 10.1002/sce.21905
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How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology.
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- Science Education, 2025, v. 109, n. 1, p. 82, doi. 10.1002/sce.21904
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Designing and leading justice‐centered informal STEM education: A framework for core equitable practices.
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- Science Education, 2025, v. 109, n. 1, p. 27, doi. 10.1002/sce.21903
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Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience.
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- Science Education, 2025, v. 109, n. 1, p. 59, doi. 10.1002/sce.21902
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Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data.
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- Science Education, 2025, v. 109, n. 1, p. 3, doi. 10.1002/sce.21890
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Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended.
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- Science Education, 2025, v. 109, n. 1, p. 266, doi. 10.1002/sce.21900
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Practical measures of science teacher learning: Conceptualizing organizational functions and affordances.
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- Science Education, 2025, v. 109, n. 1, p. 238, doi. 10.1002/sce.21895
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"This isn't school, you know": Designing for science teachers' sensemaking of STEM ecosystems.
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- Science Education, 2025, v. 109, n. 1, p. 212, doi. 10.1002/sce.21893
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Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures.
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- Science Education, 2025, v. 109, n. 1, p. 305, doi. 10.1002/sce.21901
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Racialized spatial imaginaries: Authoring an elementary school teacher of engineering identity.
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- Science Education, 2025, v. 109, n. 1, p. 157, doi. 10.1002/sce.21887
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Issue Information.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 1, doi. 10.1002/sce.21879
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- Article
How do organizational conditions inform teachers' equity self‐efficacy and implementation during professional development?
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- Science Education, 2025, v. 109, n. 1, p. 178, doi. 10.1002/sce.21892
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- Article