Not "hands on" but "minds on": A response to Furtak and Penuel.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1280, doi. 10.1002/sce.21543
- By:
- Publication type:
- Article
Works matching IS 00368326 AND DT 2019 AND VI 103 AND IP 5
Results: 14
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Science‐as‐practice and the status of knowledge: A response to Osborne.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1301, doi. 10.1002/sce.21541
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- Publication type:
- Article
3
Why not an integrative and inclusive approach—hands on and "minds on?" A lesson for mentoring 21st century science education researchers.
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- Science Education, 2019, v. 103, n. 5, p. 1284, doi. 10.1002/sce.21540
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- Publication type:
- Article
4
An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of Science Educators.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1277, doi. 10.1002/sce.21539
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- Publication type:
- Article
5
Odd ideas about learning science: A response to Osborne.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1289, doi. 10.1002/sce.21538
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- Publication type:
- Article
6
Attending to the public understanding of science education: A response to Furtak and Penuel.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1294, doi. 10.1002/sce.21537
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- Publication type:
- Article
7
Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1151, doi. 10.1002/sce.21534
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- Publication type:
- Article
8
Managing uncertainty in scientific argumentation.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1235, doi. 10.1002/sce.21527
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- Publication type:
- Article
9
Fostering sustainable improvements in science education: An analysis through four frames.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1125, doi. 10.1002/sce.21526
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- Publication type:
- Article
10
Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1206, doi. 10.1002/sce.21525
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- Publication type:
- Article
11
Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1176, doi. 10.1002/sce.21524
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- Publication type:
- Article
12
HOW UNDERSTANDINGS OF THE NATURE OF TECHNOLOGY EXPLAIN CHANGE AND CONSTANCY OF TECHNOLOGY IMPLEMENTATION AND ADOPTION (THE FLIGHT OF A BUTTERFLY OR THE PATH OF A BULLET? USING TECHNOLOGY TO TRANSFORM TEACHING AND LEARNING).
- Published in:
- 2019
- By:
- Publication type:
- Book Review
13
TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION.
- Published in:
- 2019
- By:
- Publication type:
- Book Review
14
Issue Information.
- Published in:
- Science Education, 2019, v. 103, n. 5, p. 1121, doi. 10.1002/sce.21467
- Publication type:
- Article