Disentangling the Role of Domain-Specific Knowledge in Student Modeling.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 921, doi. 10.1007/s11165-017-9656-9
- By:
- Publication type:
- Article
Works matching IS 0157244X AND DT 2019 AND VI 49 AND IP 3
Results: 13
1
2
Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 809, doi. 10.1007/s11165-017-9649-8
- By:
- Publication type:
- Article
3
Constructing Scientific Explanations: a System of Analysis for Students' Explanations.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 787, doi. 10.1007/s11165-017-9648-9
- By:
- Publication type:
- Article
4
Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 697, doi. 10.1007/s11165-017-9647-x
- By:
- Publication type:
- Article
5
Axiology, the Subject and the Chair.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 679, doi. 10.1007/s11165-017-9646-y
- By:
- Publication type:
- Article
6
Change in Thinking Demands for Students Across the Phases of a Science Task: An Exploratory Study.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 859, doi. 10.1007/s11165-017-9645-z
- By:
- Publication type:
- Article
7
What Happens When a Teacher's Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 885, doi. 10.1007/s11165-017-9644-0
- By:
- Publication type:
- Article
8
Development and Evaluation of a Three-Tier Diagnostic Test to Assess Undergraduate Primary Teachers' Understanding of Ecological Footprint.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 711, doi. 10.1007/s11165-017-9643-1
- By:
- Publication type:
- Article
9
Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 767, doi. 10.1007/s11165-017-9642-2
- By:
- Publication type:
- Article
10
The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 829, doi. 10.1007/s11165-017-9640-4
- By:
- Publication type:
- Article
11
Alternative Conceptions: Turning Adversity into Advantage.
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 657, doi. 10.1007/s11165-017-9638-y
- By:
- Publication type:
- Article
12
If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult?
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 737, doi. 10.1007/s11165-017-9636-0
- By:
- Publication type:
- Article
13
The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS).
- Published in:
- Research in Science Education, 2019, v. 49, n. 3, p. 635, doi. 10.1007/s11165-017-9629-z
- By:
- Publication type:
- Article