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There are 29005 results for: content related to: Validity Evidence for Learning Progression-Based Assessment Items That Fuse Core Disciplinary Ideas and Science Practices

  1. Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons

    Journal of Research in Science Teaching

    Volume 51, Issue 7, September 2014, Pages: 902–929, Julia D. Plummer and L. Maynard

    Article first published online : 28 APR 2014, DOI: 10.1002/tea.21151

  2. Empirical refinements of a molecular genetics learning progression: The molecular constructs

    Journal of Research in Science Teaching

    Amber Todd and Lisa Kenyon

    Article first published online : 18 JUN 2015, DOI: 10.1002/tea.21262

  3. Exploring the influence of learning progressions in two teacher communities

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 982–1020, Erin Marie Furtak and Sara C. Heredia

    Article first published online : 6 JUN 2014, DOI: 10.1002/tea.21156

  4. Developing learning progression-based teacher knowledge measures

    Journal of Research in Science Teaching

    Volume 52, Issue 9, November 2015, Pages: 1269–1295, Hui Jin, HyoJeong Shin, Michele E Johnson, JinHo Kim and Charles W. Anderson

    Article first published online : 15 APR 2015, DOI: 10.1002/tea.21243

  5. Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction

    Journal of Research in Science Teaching

    Volume 52, Issue 7, September 2015, Pages: 895–921, Cory T. Forbes, Laura Zangori and Christina V. Schwarz

    Article first published online : 20 MAR 2015, DOI: 10.1002/tea.21226

  6. The practice of using evidence in kindergarten: The role of purposeful observation

    Journal of Research in Science Teaching

    Sabela F. Monteira and María Pilar Jiménez-Aleixandre

    Article first published online : 24 JUL 2015, DOI: 10.1002/tea.21259

  7. Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 530–560, Per Morten Kind

    Article first published online : 2 APR 2013, DOI: 10.1002/tea.21086

  8. Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 989–1017, Laura Zangori, Cory T. Forbes and Mandy Biggers

    Article first published online : 13 AUG 2013, DOI: 10.1002/tea.21104

  9. Students’ progression in understanding the matter concept

    Journal of Research in Science Teaching

    Jan Christoph Hadenfeldt, Knut Neumann, Sascha Bernholt, Xiufeng Liu and Ilka Parchmann

    Article first published online : 12 JAN 2016, DOI: 10.1002/tea.21312

  10. Examining student work for evidence of teacher uptake of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 52, Issue 6, August 2015, Pages: 816–846, Amber Schultz Bismack, Anna Maria Arias, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Article first published online : 20 MAR 2015, DOI: 10.1002/tea.21220

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    Deconstructing evolution education: The relationship between micro- and macroevolution

    Journal of Research in Science Teaching

    Volume 51, Issue 6, August 2014, Pages: 759–788, Laura R. Novick, Emily G. Schreiber and Kefyn M. Catley

    Article first published online : 7 JUL 2014, DOI: 10.1002/tea.21161

  12. Epistemologies in practice: Making scientific practices meaningful for students

    Journal of Research in Science Teaching

    Leema K. Berland, Christina V. Schwarz, Christina Krist, Lisa Kenyon, Abraham S. Lo and Brian J. Reiser

    Article first published online : 8 JUN 2015, DOI: 10.1002/tea.21257

  13. Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation

    Journal of Research in Science Teaching

    Volume 53, Issue 2, February 2016, Pages: 261–290, Katherine L. McNeill, María González-Howard, Rebecca Katsh-Singer and Suzanna Loper

    Article first published online : 26 MAY 2015, DOI: 10.1002/tea.21252

  14. Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial

    Journal of Research in Science Teaching

    Volume 52, Issue 10, December 2015, Pages: 1362–1385, Christopher J. Harris, William R. Penuel, Cynthia M. D'Angelo, Angela Haydel DeBarger, Lawrence P. Gallagher, Cathleen A. Kennedy, Britte Haugen Cheng and Joseph S. Krajcik

    Article first published online : 25 AUG 2015, DOI: 10.1002/tea.21263

  15. Teaching a new conceptual framework of weight and gravitation in middle school

    Journal of Research in Science Teaching

    Volume 52, Issue 9, November 2015, Pages: 1234–1268, Hana Stein, Igal Galili and Yaron Schur

    Article first published online : 12 MAY 2015, DOI: 10.1002/tea.21238

  16. Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations

    Journal of Research in Science Teaching

    Volume 51, Issue 2, February 2014, Pages: 147–174, Kihyun Ryoo and Marcia C. Linn

    Article first published online : 11 DEC 2013, DOI: 10.1002/tea.21128

  17. An investigation of college chemistry students' understanding of structure–property relationships

    Journal of Research in Science Teaching

    Volume 50, Issue 6, August 2013, Pages: 699–721, Melanie M. Cooper, Leah M. Corley and Sonia M. Underwood

    Article first published online : 3 JUL 2013, DOI: 10.1002/tea.21093

  18. Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 462–496, Brian M. Donovan

    Article first published online : 30 DEC 2013, DOI: 10.1002/tea.21138

  19. Exploring high school biology students' engagement with more and less epistemologically considerate texts

    Journal of Research in Science Teaching

    Volume 50, Issue 10, December 2013, Pages: 1232–1257, Matthew Kloser

    Article first published online : 3 OCT 2013, DOI: 10.1002/tea.21109

  20. How do students in an innovative principle-based mechanics course understand energy concepts?

    Journal of Research in Science Teaching

    Volume 50, Issue 6, August 2013, Pages: 722–747, Lin Ding, Ruth Chabay and Bruce Sherwood

    Article first published online : 10 JUL 2013, DOI: 10.1002/tea.21097