Anchoring phenomena and summary writing working together to improve student learning.
- Published in:
- Science Activities, 2023, v. 60, n. 2, p. 51, doi. 10.1080/00368121.2023.2168242
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- Publication type:
- Article
Works matching AU Suh, Jee Kyung
Results: 9
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How do on-site teacher educators approach professional development? A study of insider/outsider hybridity.
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- Pedagogies, 2024, v. 19, n. 4, p. 577, doi. 10.1080/1554480X.2023.2276772
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- Article
3
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments.
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- Education Sciences, 2024, v. 14, n. 4, p. 415, doi. 10.3390/educsci14040415
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- Article
4
Publisher Correction: "It's all in the moment": a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches.
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- 2022
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- Correction Notice
5
"It's all in the moment": a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches.
- Published in:
- Disciplinary & Interdisciplinary Science Education Research, 2022, v. 4, p. 1, doi. 10.1186/s43031-022-00052-3
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- Article
6
Examining teacher transition pathways towards knowledge generation environments.
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- Journal of Education for Teaching, 2024, v. 50, n. 3, p. 510, doi. 10.1080/02607476.2023.2296444
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- Publication type:
- Article
7
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct.
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- Journal of Research in Science Teaching, 2022, v. 59, n. 9, p. 1651, doi. 10.1002/tea.21769
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- Article
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Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices.
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- Journal of Research in Science Teaching, 2022, v. 59, n. 4, p. 561, doi. 10.1002/tea.21737
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- Publication type:
- Article
9
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach.
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- Educational Psychology Review, 2021, v. 33, n. 2, p. 535, doi. 10.1007/s10648-020-09550-0
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- Publication type:
- Article