Works matching IS 00368326 AND DT 2022 AND VI 106 AND IP 2
Results: 10
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit.
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- Science Education, 2022, v. 106, n. 2, p. 312, doi. 10.1002/sce.21701
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- Article
Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color.
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- Science Education, 2022, v. 106, n. 2, p. 385, doi. 10.1002/sce.21699
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- Article
Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices.
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- Science Education, 2022, v. 106, n. 2, p. 364, doi. 10.1002/sce.21698
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Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice.
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- Science Education, 2022, v. 106, n. 2, p. 285, doi. 10.1002/sce.21696
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- Article
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity.
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- Science Education, 2022, v. 106, n. 2, p. 335, doi. 10.1002/sce.21695
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- Article
Who's who: How "women of color" are (or are not) represented in STEM education research.
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- Science Education, 2022, v. 106, n. 2, p. 229, doi. 10.1002/sce.21694
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Science teachers' and students' metavisualization in scientific modeling.
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- Science Education, 2022, v. 106, n. 2, p. 448, doi. 10.1002/sce.21693
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- Article
Cross‐sectional study of students' molecular explanations of inheritance patterns.
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- Science Education, 2022, v. 106, n. 2, p. 412, doi. 10.1002/sce.21692
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- Article
Teacher enactment of the crosscutting concepts in next generation science classrooms.
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- Science Education, 2022, v. 106, n. 2, p. 257, doi. 10.1002/sce.21691
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- Article
Issue Information.
- Published in:
- Science Education, 2022, v. 106, n. 2, p. 227, doi. 10.1002/sce.21637
- Publication type:
- Article