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Works matching IS 00224308 AND DT 2022 AND VI 59 AND IP 2

Results: 6

1

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

Published in:

Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 285, doi. 10.1002/tea.21728

By:

Welter, Virginia Deborah Elaine;
Herzog, Stefanie;
Harms, Ute;
Steffensky, Mirjam;
Großschedl, Jörg

Publication type:

Article

2

Considering discussion types to support collective sensemaking during a storyline unit.

Published in:

Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 195, doi. 10.1002/tea.21725

By:

Lowell, Benjamin R.;
Cherbow, Kevin;
McNeill, Katherine L.

Publication type:

Article

3

Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?

Published in:

Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 252, doi. 10.1002/tea.21727

By:

Nesimyan‐Agadi, Dina;
Assaraf, Orit Ben Zvi

Publication type:

Article

4

"Well that's how the kids feel!"—Epistemic empathy as a driver of responsive teaching.

Published in:

Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 223, doi. 10.1002/tea.21726

By:

Jaber, Lama Z.;
Dini, Vesal;
Hammer, David

Publication type:

Article

5

Science education for and as resiliency through indoor agriculture.

Published in:

Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 169, doi. 10.1002/tea.21724

By:

Stapleton, Sarah Riggs;
Meier, Briana K.

Publication type:

Article

6

Issue Information.

Published in:: Journal of Research in Science Teaching, 2022, v. 59, n. 2, p. 167, doi. 10.1002/tea.21700
Publication type:: Article