Designing to support equity-as-transformation perspectives for multilingual science learners.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 761, doi. 10.1007/s11251-024-09674-8
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- Publication type:
- Article
Works matching IS 00204277 AND DT 2024 AND VI 52 AND IP 5
Results: 6
1
2
Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 859, doi. 10.1007/s11251-024-09680-w
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- Publication type:
- Article
3
Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 795, doi. 10.1007/s11251-024-09673-9
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- Publication type:
- Article
4
Investigating the role of an inquiry-based science lab on students' scientific literacy.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 743, doi. 10.1007/s11251-024-09672-w
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- Publication type:
- Article
5
Students' voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 711, doi. 10.1007/s11251-024-09666-8
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- Publication type:
- Article
6
English learners learn from worked example comparison in algebra.
- Published in:
- Instructional Science, 2024, v. 52, n. 5, p. 831, doi. 10.1007/s11251-024-09668-6
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- Publication type:
- Article