Setting empirically informed content knowledge policy benchmarks for physical science teaching.
- Published in:
- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1238, doi. 10.1002/tea.21709
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- Publication type:
- Article
Works matching IS 00224308 AND DT 2021 AND VI 58 AND IP 8
Results: 7
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From feeling forces to understanding forces: The impact of bodily engagement on learning in science.
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- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1203, doi. 10.1002/tea.21698
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- Article
3
To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology.
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- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1179, doi. 10.1002/tea.21697
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- Article
4
Fighting "bad science" in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims.
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- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1152, doi. 10.1002/tea.21696
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- Article
5
"Anybody can do science if they're brave enough": Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science.
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- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1117, doi. 10.1002/tea.21695
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- Article
6
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion.
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- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1083, doi. 10.1002/tea.21693
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- Article
7
Issue Information.
- Published in:
- Journal of Research in Science Teaching, 2021, v. 58, n. 8, p. 1081, doi. 10.1002/tea.21640
- Publication type:
- Article