Issue Information.
- Published in:
- Journal of Research in Science Teaching, 2013, v. 50, n. 5, p. fmi, doi. 10.1002/tea.21043
- Publication type:
- Article
Works matching IS 00224308 AND DT 2013 AND VI 50 AND IP 5
Results: 5
1
2
Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course.
- Published in:
- Journal of Research in Science Teaching, 2013, v. 50, n. 5, p. 561, doi. 10.1002/tea.21082
- By:
- Publication type:
- Article
3
Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning.
- Published in:
- Journal of Research in Science Teaching, 2013, v. 50, n. 5, p. 530, doi. 10.1002/tea.21086
- By:
- Publication type:
- Article
4
Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education.
- Published in:
- 2013
- By:
- Publication type:
- Case Study
5
Validity Evidence for Learning Progression-Based Assessment Items That Fuse Core Disciplinary Ideas and Science Practices.
- Published in:
- Journal of Research in Science Teaching, 2013, v. 50, n. 5, p. 597, doi. 10.1002/tea.21083
- By:
- Publication type:
- Article