Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 383, doi. 10.1002/tea.21732
- Publication type:
- Article
Works matching IS 00224308 AND DT 2022 AND VI 59 AND IP 3
Results: 6
1
2
Constructing STEM identity: An expanded structural model for STEM identity research.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 458, doi. 10.1002/tea.21734
- By:
- Publication type:
- Article
3
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 358, doi. 10.1002/tea.21731
- Publication type:
- Article
4
Issue Information.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 327, doi. 10.1002/tea.21701
- Publication type:
- Article
5
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 423, doi. 10.1002/tea.21733
- By:
- Publication type:
- Article
6
Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes.
- Published in:
- Journal of Research in Science Teaching, 2022, v. 59, n. 3, p. 329, doi. 10.1002/tea.21729
- Publication type:
- Article