Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom.
- Published in:
- Science Education, 2022, v. 106, n. 4, p. 797, doi. 10.1002/sce.21724
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- Publication type:
- Article
Works matching IS 00368326 AND DT 2022 AND VI 106 AND IP 4
Results: 9
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Epistemic agency for costructuring expansive knowledge‐building practices.
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- Science Education, 2022, v. 106, n. 4, p. 890, doi. 10.1002/sce.21717
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- Article
3
Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices.
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- Science Education, 2022, v. 106, n. 4, p. 852, doi. 10.1002/sce.21713
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- Article
4
Head start teachers act their way into new ways of thinking: Science and engineering practices in preschool classrooms.
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- Science Education, 2022, v. 106, n. 4, p. 956, doi. 10.1002/sce.21714
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- Article
5
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment.
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- Science Education, 2022, v. 106, n. 4, p. 980, doi. 10.1002/sce.21726
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- Publication type:
- Article
6
The relationship of sense of school belonging to physics attitude among high school students in advanced physics courses.
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- Science Education, 2022, v. 106, n. 4, p. 830, doi. 10.1002/sce.21725
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- Publication type:
- Article
7
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice.
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- Science Education, 2022, v. 106, n. 4, p. 924, doi. 10.1002/sce.21712
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- Publication type:
- Article
8
Using youths' personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research.
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- Science Education, 2022, v. 106, n. 4, p. 767, doi. 10.1002/sce.21709
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- Article
9
Issue Information.
- Published in:
- Science Education, 2022, v. 106, n. 4, p. 765, doi. 10.1002/sce.21649
- Publication type:
- Article