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There are 462781 results for: content related to: Disciplinary authority and accountability in scientific practice and learning

  1. Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards

    Science Education

    Volume 99, Issue 6, November 2015, Pages: 1041–1048, MICHAEL J. FORD

    Version of Record online : 25 SEP 2015, DOI: 10.1002/sce.21188

  2. What Students Say Versus What They Do Regarding Scientific Inquiry

    Science Education

    Volume 98, Issue 1, January 2014, Pages: 1–35, IRENE Y. SALTER and LESLIE J. ATKINS

    Version of Record online : 29 OCT 2013, DOI: 10.1002/sce.21084

  3. Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

    Science Education

    Volume 95, Issue 2, March 2011, Pages: 217–257, Victor Sampson, Jonathon Grooms and Joi Phelps Walker

    Version of Record online : 11 OCT 2010, DOI: 10.1002/sce.20421

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    Routines, roles, and responsibilities for aligning scientific and classroom practices

    Science Education

    Volume 91, Issue 1, January 2007, Pages: 133–157, Michael J. Ford and Brian M. Wargo

    Version of Record online : 17 JUL 2006, DOI: 10.1002/sce.20171

  5. Values in Science: Making Sense of Biology Doctoral Students’ Critical Examination of a Deterministic Claim in a Media Article

    Science Education

    Volume 99, Issue 4, July 2015, Pages: 669–695, ASWATHY RAVEENDRAN and SUGRA CHUNAWALA

    Version of Record online : 14 MAY 2015, DOI: 10.1002/sce.21174

  6. Representations of scientists in Canadian high school and college textbooks

    Journal of Research in Science Teaching

    Volume 45, Issue 9, November 2008, Pages: 1059–1082, Michiel van Eijck and Wolff-Michael Roth

    Version of Record online : 2 OCT 2008, DOI: 10.1002/tea.20259

  7. The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1275–1300, Andri Christodoulou and Jonathan Osborne

    Version of Record online : 13 AUG 2014, DOI: 10.1002/tea.21166

  8. Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

    Science Education

    Volume 98, Issue 3, May 2014, Pages: 461–486, DOUGLAS ALLCHIN, HANNE MØLLER ANDERSEN and KELD NIELSEN

    Version of Record online : 17 APR 2014, DOI: 10.1002/sce.21111

  9. Understanding the Heterogeneous Nature of Science: A Comprehensive Notion of PCK for Scientific Literacy

    Science Education

    Volume 98, Issue 3, May 2014, Pages: 397–411, ESTHER M. VAN DIJK

    Version of Record online : 17 APR 2014, DOI: 10.1002/sce.21110

  10. A Comparison of Scientists’ Arguments and School Argumentation Tasks

    Science Education

    Volume 100, Issue 6, November 2016, Pages: 1062–1091, ANNA C. MACPHERSON

    Version of Record online : 26 AUG 2016, DOI: 10.1002/sce.21246

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    Using transformative boundary objects to create critical engagement in science: A case study

    Science Education

    Volume 97, Issue 1, January 2013, Pages: 1–31, Blakely K. Tsurusaki, Angela Calabrese Barton, Edna Tan, Pamela Koch and Isobel Contento

    Version of Record online : 2 OCT 2012, DOI: 10.1002/sce.21037

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    Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge

    Science Education

    Volume 96, Issue 1, January 2012, Pages: 130–157, Carrie J. Beyer and Elizabeth A. Davis

    Version of Record online : 19 SEP 2011, DOI: 10.1002/sce.20466

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    Preservice elementary teachers' critique of instructional materials for science

    Science Education

    Volume 90, Issue 2, March 2006, Pages: 348–375, Elizabeth A. Davis

    Version of Record online : 30 JAN 2006, DOI: 10.1002/sce.20110

  14. A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science

    Journal of Research in Science Teaching

    Volume 52, Issue 5, May 2015, Pages: 659–685, Miray Tekkumru-Kisa, Mary Kay Stein and Christian Schunn

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21208

  15. Translations of scientific practice to “students' images of science”

    Science Education

    Volume 93, Issue 4, July 2009, Pages: 611–634, Michiel van Eijck, Pei-Ling Hsu and Wolff-Michael Roth

    Version of Record online : 12 NOV 2008, DOI: 10.1002/sce.20322

  16. Young African American children's representations of self, science, and school: Making sense of difference

    Science Education

    Volume 95, Issue 5, September 2011, Pages: 824–851, Maria Varelas, Justine M. Kane and Caitlin Donahue Wylie

    Version of Record online : 17 MAR 2011, DOI: 10.1002/sce.20447

  17. Teachers’ Pedagogical Design Capacity for Scientific Argumentation

    Science Education

    Volume 100, Issue 4, July 2016, Pages: 645–672, AMANDA KNIGHT-BARDSLEY and KATHERINE L. McNEILL

    Version of Record online : 25 APR 2016, DOI: 10.1002/sce.21222

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    Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education

    Science Education

    Volume 92, Issue 3, May 2008, Pages: 473–498, Leah A. Bricker and Philip Bell

    Version of Record online : 17 MAR 2008, DOI: 10.1002/sce.20278

  19. Introduction to the Focus on … Scientific Practices

    Science Education

    Volume 99, Issue 6, November 2015, Pages: 1023–1025, SIBEL ERDURAN

    Version of Record online : 24 SEP 2015, DOI: 10.1002/sce.21192

  20. Selective exposure among advisors: the impact of impression motivation

    Journal of Applied Social Psychology

    Volume 43, Issue 1, January 2013, Pages: 138–146, Andreas Kastenmüller, Eva Jonas, Peter Fischer, Dieter Frey and Julia Fischer

    Version of Record online : 22 JAN 2013, DOI: 10.1111/j.1559-1816.2012.00987.x