Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013.
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- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1546, doi. 10.1002/tea.21266
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- Publication type:
- Article
Works matching IS 00224308 AND DT 2016 AND VI 53 AND IP 10
Results: 8
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Developing interpretive power in science teaching.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1571, doi. 10.1002/tea.21267
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- Publication type:
- Article
3
Issue Information TOC.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1445, doi. 10.1002/tea.21290
- Publication type:
- Article
4
Issue Information Prelim.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1446, doi. 10.1002/tea.21291
- Publication type:
- Article
5
A learning progression should address regression: Insights from developing non-linear reasoning in ecology.
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- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1447, doi. 10.1002/tea.21330
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- Publication type:
- Article
6
Developing a learning progression for sea level rise, a major impact of climate change.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1471, doi. 10.1002/tea.21333
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- Publication type:
- Article
7
The impact of video case content on preservice elementary teachers' decision-making and conceptions of effective science teaching.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1500, doi. 10.1002/tea.21335
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- Publication type:
- Article
8
Early elementary students' understanding of complex ecosystems: A learning progression approach.
- Published in:
- Journal of Research in Science Teaching, 2016, v. 53, n. 10, p. 1524, doi. 10.1002/tea.21336
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- Publication type:
- Article