Works matching IS 00368326 AND DT 2024 AND VI 108 AND IP 2
Results: 11
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption.
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- Science Education, 2024, v. 108, n. 2, p. 608, doi. 10.1002/sce.21849
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Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling.
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- Science Education, 2024, v. 108, n. 2, p. 443, doi. 10.1002/sce.21841
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The student hat in professional development: Building epistemic empathy to support teacher learning.
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- Science Education, 2024, v. 108, n. 2, p. 581, doi. 10.1002/sce.21848
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Children's exposure to STEM instruction in preschool and how they respond to it.
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- Science Education, 2024, v. 108, n. 2, p. 524, doi. 10.1002/sce.21846
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The role of embodied scaffolding in revealing "enactive potentialities" in intergenerational science exploration.
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- Science Education, 2024, v. 108, n. 2, p. 495, doi. 10.1002/sce.21845
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Do they have inquiry skill profiles? Exploring high school students' scientific inquiry in an animation‐based activity.
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- Science Education, 2024, v. 108, n. 2, p. 467, doi. 10.1002/sce.21844
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English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other.
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- Science Education, 2024, v. 108, n. 2, p. 637, doi. 10.1002/sce.21843
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Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions.
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- Science Education, 2024, v. 108, n. 2, p. 546, doi. 10.1002/sce.21847
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Praxis crisis and the trouble with science teacher education for emergent bilingual learners.
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- Science Education, 2024, v. 108, n. 2, p. 412, doi. 10.1002/sce.21838
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Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach.
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- Science Education, 2024, v. 108, n. 2, p. 383, doi. 10.1002/sce.21836
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- Article
Issue Information.
- Published in:
- Science Education, 2024, v. 108, n. 2, p. 381, doi. 10.1002/sce.21817
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- Article