Expanding Opportunities for Systems Thinking, Conceptual Learning, and Participation through Embodied and Computational Modeling.
- Published in:
- Systems, 2020, v. 8, n. 4, p. 48, doi. 10.3390/systems8040048
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- Publication type:
- Article
Works by Pierson, Ashlyn E.
Results: 14
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A disciplinary perspective on translanguaging.
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- Bilingual Research Journal, 2021, v. 44, n. 3, p. 318, doi. 10.1080/15235882.2021.1970657
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- Article
3
Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum.
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- Cognition & Instruction, 2023, v. 41, n. 2, p. 125, doi. 10.1080/07370008.2022.2111431
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- Article
4
Correction to: Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom.
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- 2020
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- Publication type:
- Correction Notice
5
Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom.
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- Journal of Science Education & Technology, 2020, v. 29, n. 1, p. 101, doi. 10.1007/s10956-019-09797-5
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- Publication type:
- Article
6
Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms.
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- Science Education, 2024, v. 108, n. 6, p. 1608, doi. 10.1002/sce.21894
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- Publication type:
- Article
7
Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations.
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- Science Education, 2023, v. 107, n. 5, p. 1126, doi. 10.1002/sce.21799
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- Publication type:
- Article
8
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement.
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- Science Education, 2021, v. 105, n. 4, p. 776, doi. 10.1002/sce.21622
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- Publication type:
- Article
9
Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse.
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- Science Education, 2018, v. 102, n. 6, p. 1336, doi. 10.1002/sce.21476
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- Publication type:
- Article
10
Learning progressions in context: Tensions and insights from a semester-long middle school modeling curriculum.
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- Science Education, 2017, v. 101, n. 6, p. 1061, doi. 10.1002/sce.21314
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- Publication type:
- Article
11
Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning.
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- Science & Education, 2019, v. 28, n. 8, p. 833, doi. 10.1007/s11191-019-00070-0
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- Publication type:
- Article
12
Sedimentation of Modeling Practices: Dimensions of Co-operative Action at a Classroom Scale.
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- Science & Education, 2019, v. 28, n. 8, p. 897, doi. 10.1007/s11191-019-00050-4
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- Publication type:
- Article
13
Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students' Diverse Ideas and Practices.
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- Journal of Science Teacher Education, 2023, v. 34, n. 7, p. 707, doi. 10.1080/1046560X.2022.2143612
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- Publication type:
- Article
14
Ideological sensemaking in an elementary science professional development community.
- Published in:
- Journal of the Learning Sciences, 2023, v. 32, n. 4/5, p. 573, doi. 10.1080/10508406.2023.2247395
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- Publication type:
- Article