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There are 15759 results for: content related to: Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students

  1. Enacting acts of authentication in a robotics competition: An interpretivist study

    Journal of Research in Science Teaching

    Volume 52, Issue 3, March 2015, Pages: 268–295, Geeta Verma, Anton Puvirajah and Horace Webb

    Article first published online : 7 JAN 2015, DOI: 10.1002/tea.21195

  2. Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to ecosystems

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 523–554, George E. DeBoer, Edys S. Quellmalz, Jodi L. Davenport, Michael J. Timms, Cari F. Herrmann-Abell, Barbara C. Buckley, Kevin A. Jordan, Chun-Wei Huang and Jean C. Flanagan

    Article first published online : 27 JAN 2014, DOI: 10.1002/tea.21145

  3. Development of an Empirically Based Questionnaire to Investigate Young Students' Ideas About Nature of Science

    Journal of Research in Science Teaching

    Volume 50, Issue 4, April 2013, Pages: 408–430, Sufen Chen, Wen-Hua Chang, Sang-Chong Lieu, Huey-Lien Kao, Mao-Tsai Huang and Shu-Fen Lin

    Article first published online : 31 JAN 2013, DOI: 10.1002/tea.21079

  4. Developing learning progression-based teacher knowledge measures

    Journal of Research in Science Teaching

    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. How science texts and hands-on explorations facilitate meaning making: Learning from Latina/o third graders

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1246–1274, Maria Varelas, Lynne Pieper, Amy Arsenault, Christine C. Pappas and Neveen Keblawe-Shamah

    Article first published online : 8 SEP 2014, DOI: 10.1002/tea.21173

  6. Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

    Journal of Research in Science Teaching

    Volume 51, Issue 5, May 2014, Pages: 635–658, Brandon S. Diamond, Jaime Maerten-Rivera, Rose Elizabeth Rohrer and Okhee Lee

    Article first published online : 26 MAR 2014, DOI: 10.1002/tea.21148

  7. Assessment of uncertainty-infused scientific argumentation

    Journal of Research in Science Teaching

    Volume 51, Issue 5, May 2014, Pages: 581–605, Hee-Sun Lee, Ou Lydia Liu, Amy Pallant, Katrina Crotts Roohr, Sarah Pryputniewicz and Zoë E. Buck

    Article first published online : 14 MAR 2014, DOI: 10.1002/tea.21147

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    Using representational tools to learn about complex systems: A tale of two classrooms

    Journal of Research in Science Teaching

    Volume 52, Issue 1, January 2015, Pages: 6–35, Cindy E. Hmelo-Silver, Lei Liu, Steven Gray and Rebecca Jordan

    Article first published online : 29 DEC 2014, DOI: 10.1002/tea.21187

  9. Development and validation of a measure of elementary teachers' science content knowledge in two multiyear teacher professional development intervention projects

    Journal of Research in Science Teaching

    Volume 52, Issue 3, March 2015, Pages: 371–396, Jaime Lynn Maerten-Rivera, Anne Corinne Huggins-Manley, Karen Adamson, Okhee Lee and Lorena Llosa

    Article first published online : 25 FEB 2015, DOI: 10.1002/tea.21198

  10. “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

    Journal of Research in Science Teaching

    Louise Archer, Emily Dawson, Jennifer DeWitt, Amy Seakins and Billy Wong

    Article first published online : 20 MAR 2015, DOI: 10.1002/tea.21227

  11. Beyond preparation: Identity, cultural capital, and readiness for graduate school in the biomedical sciences

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 1021–1048, J. Lynn Gazley, Robin Remich, Michelle E. Naffziger-Hirsch, Jill Keller, Patricia B. Campbell and Richard McGee

    Article first published online : 16 JUL 2014, DOI: 10.1002/tea.21164

  12. Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge

    Journal of Research in Science Teaching

    Volume 50, Issue 10, December 2013, Pages: 1180–1206, Christof Wecker, Alexander Rachel, Eva Heran-Dörr, Christine Waltner, Hartmut Wiesner and Frank Fischer

    Article first published online : 3 OCT 2013, DOI: 10.1002/tea.21106

  13. Systemizing: A cross-cultural constant for motivation to learn science

    Journal of Research in Science Teaching

    Volume 50, Issue 9, November 2013, Pages: 1047–1067, Albert Zeyer, Ayla Çetin-Dindar, Ahmad Nurulazam Md Zain, Mojca Juriševič, Iztok Devetak and Freia Odermatt

    Article first published online : 4 SEP 2013, DOI: 10.1002/tea.21101

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    Replicating Peer-Led Team Learning in cyberspace: Research, opportunities, and challenges

    Journal of Research in Science Teaching

    Volume 51, Issue 6, August 2014, Pages: 714–740, Joshua Smith, Sarah Beth Wilson, Julianna Banks, Lin Zhu and Pratibha Varma-Nelson

    Article first published online : 12 JUL 2014, DOI: 10.1002/tea.21163

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    Seeking the general explanation: A test of inductive activities for learning and transfer

    Journal of Research in Science Teaching

    Volume 52, Issue 1, January 2015, Pages: 58–83, Jonathan T. Shemwell, Catherine C. Chase and Daniel L. Schwartz

    Article first published online : 17 DEC 2014, DOI: 10.1002/tea.21185

  16. 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

  17. Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 561–596, Joi Phelps Walker and Victor Sampson

    Article first published online : 25 MAR 2013, DOI: 10.1002/tea.21082

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    Putting on a green carnival: Youth taking educated action on socioscientific issues

    Journal of Research in Science Teaching

    Volume 51, Issue 3, March 2014, Pages: 286–314, Daniel Birmingham and Angela Calabrese Barton

    Article first published online : 3 DEC 2013, DOI: 10.1002/tea.21127

  19. Urban middle school students' reflections on authentic science inquiry

    Journal of Research in Science Teaching

    Volume 51, Issue 9, November 2014, Pages: 1119–1149, María S. Rivera Maulucci, Bryan A. Brown, Salina T. Grey and Shayna Sullivan

    Article first published online : 28 AUG 2014, DOI: 10.1002/tea.21167

  20. 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