A series of misrepresentations: A response to Allchin's whole approach to assessing nature of science understandings.
- Published in:
- Science Education, 2012, v. 96, n. 4, p. 685, doi. 10.1002/sce.21013
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- Publication type:
- Article
Works matching IS 00368326 AND DT 2012 AND VI 96 AND IP 4
Results: 10
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Toward clarity on Whole Science and KNOWS.
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- Science Education, 2012, v. 96, n. 4, p. 693, doi. 10.1002/sce.21017
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- Article
3
Seeding evolutionary thinking by engaging children in modeling its foundations.
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- Science Education, 2012, v. 96, n. 4, p. 701, doi. 10.1002/sce.20475
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- Article
4
Evolution, creationism, and the battle to control America's classrooms.
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- Science Education, 2012, v. 96, n. 4, p. 757, doi. 10.1002/sce.21012
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- Article
5
The implicit communication of nature of science and epistemology during inquiry discussion.
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- Science Education, 2012, v. 96, n. 4, p. 652, doi. 10.1002/sce.21005
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- Article
6
Optimization as a reasoning strategy for dealing with socioscientific decision-making situations.
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- Science Education, 2012, v. 96, n. 4, p. 600, doi. 10.1002/sce.21016
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- Article
7
Young children's analogical reasoning in science domains.
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- Science Education, 2012, v. 96, n. 4, p. 725, doi. 10.1002/sce.21009
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- Article
8
Language and literacy in inquiry-based science classrooms, grades 3-8.
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- Science Education, 2012, v. 96, n. 4, p. 760, doi. 10.1002/sce.21011
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- Article
9
Navigating the language demands of an inquiry-based science performance assessment: Classroom challenges and opportunities for English learners.
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- Science Education, 2012, v. 96, n. 4, p. 631, doi. 10.1002/sce.21008
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- Article
10
Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction.
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- Science Education, 2012, v. 96, n. 4, p. 573, doi. 10.1002/sce.21014
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- Publication type:
- Article