Works matching IS 0157244X AND DT 2022 AND VI 52 AND IP 6
Results: 12
Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1829, doi. 10.1007/s11165-021-10035-5
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Knowledge for Whom? Inviting Students to Establish an Audience for Knowledge and to Shape Knowledge Construction Activities in a Biology Course.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1851, doi. 10.1007/s11165-021-10034-6
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When Is an Interview an Inter View? The Historical and Recent Development of Methodologies Used to Investigate Children's Astronomy Knowledge.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1869, doi. 10.1007/s11165-021-10032-8
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Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1791, doi. 10.1007/s11165-021-10030-w
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The Long Road to Shared PCK: a Science Teacher's Personal Journey.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1807, doi. 10.1007/s11165-021-10028-4
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Primary Science Education in Australian Universities: An Overview of Context and Practice.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1735, doi. 10.1007/s11165-021-10026-6
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- Article
Understanding the Nature of Questioning and Teacher Talk Moves in Interactive Classrooms: a Case of Three South African Teachers.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1717, doi. 10.1007/s11165-021-10024-8
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Becoming a Science Teacher: Is It Merely a Process of Trial and Error?
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- Research in Science Education, 2022, v. 52, n. 6, p. 1677, doi. 10.1007/s11165-021-10023-9
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- Article
Re-validating a Learning Progression of Buoyancy for Middle School Students: A Longitudinal Study.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1761, doi. 10.1007/s11165-021-10021-x
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Preservice Physics Teachers' Development of Physics Identities: the Role of Multiple Representations.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1699, doi. 10.1007/s11165-021-10019-5
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- Article
Learning with Friction—Students' Gestures and Enactment in Relation to a GeoGebra Simulation.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1659, doi. 10.1007/s11165-021-10017-7
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- Article
Exploring Undergraduates' Breadth of Socio-scientific Reasoning Through Domains of Knowledge.
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- Research in Science Education, 2022, v. 52, n. 6, p. 1643, doi. 10.1007/s11165-021-10014-w
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- Article