Works matching IS 00224308 AND DT 2024 AND VI 61 AND IP 2
Results: 8
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 319, doi. 10.1002/tea.21917
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- Article
Teaching and learning floating and sinking: A meta‐analysis.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 487, doi. 10.1002/tea.21909
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- Article
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 255, doi. 10.1002/tea.21908
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- Article
The impact of Geospatial Inquiry lessons on student interest in science and technology careers.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 419, doi. 10.1002/tea.21904
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- Article
The relationships between elementary students' knowledge‐in‐use performance and their science achievement.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 358, doi. 10.1002/tea.21900
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- Article
The glue that makes it "hang together": A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 457, doi. 10.1002/tea.21893
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- Article
Understanding how student‐constructed stop‐motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence.
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- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 289, doi. 10.1002/tea.21891
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- Article
Issue Information.
- Published in:
- Journal of Research in Science Teaching, 2024, v. 61, n. 2, p. 253, doi. 10.1002/tea.21871
- Publication type:
- Article