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There are 37529 results for: content related to: How do students in an innovative principle-based mechanics course understand energy concepts?

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    Attending to affect

    Journal of Research in Science Teaching

    Volume 51, Issue 7, September 2014, Pages: 821–835, David Fortus

    Version of Record online : 29 MAY 2014, DOI: 10.1002/tea.21155

  2. Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict

    Journal of Research in Science Teaching

    Volume 50, Issue 6, August 2013, Pages: 677–698, Bekele Gashe Dega, Jeanne Kriek and Temesgen Fereja Mogese

    Version of Record online : 10 JUL 2013, DOI: 10.1002/tea.21096

  3. Interpreting Student Views of Learning Experiences in a Contextualized Science Discourse in Kenya

    Journal of Research in Science Teaching

    Volume 50, Issue 4, April 2013, Pages: 381–407, Samson Madera Nashon and David Anderson

    Version of Record online : 26 FEB 2013, DOI: 10.1002/tea.21078

  4. Scaffolding learning from molecular visualizations

    Journal of Research in Science Teaching

    Volume 50, Issue 7, September 2013, Pages: 858–886, Hsin-Yi Chang and Marcia C. Linn

    Version of Record online : 31 MAY 2013, DOI: 10.1002/tea.21089

  5. 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

    Version of Record online : 12 MAY 2015, DOI: 10.1002/tea.21238

  6. Validity Evidence for Learning Progression-Based Assessment Items That Fuse Core Disciplinary Ideas and Science Practices

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 597–626, Amelia Wenk Gotwals and Nancy Butler Songer

    Version of Record online : 28 FEB 2013, DOI: 10.1002/tea.21083

  7. Analyzing change in students' gene-to-evolution models in college-level introductory biology

    Journal of Research in Science Teaching

    Volume 50, Issue 6, August 2013, Pages: 639–659, Joseph T. Dauer, Jennifer L. Momsen, Elena Bray Speth, Sasha C. Makohon-Moore and Tammy M. Long

    Version of Record online : 25 JUN 2013, DOI: 10.1002/tea.21094

  8. 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

    Version of Record online : 25 MAR 2013, DOI: 10.1002/tea.21082

  9. 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

    Version of Record online : 3 JUL 2013, DOI: 10.1002/tea.21093

  10. 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

    Version of Record online : 3 OCT 2013, DOI: 10.1002/tea.21109

  11. 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

    Version of Record online : 2 APR 2013, DOI: 10.1002/tea.21086

  12. The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy

    Journal of Research in Science Teaching

    Volume 53, Issue 4, April 2016, Pages: 620–663, Idit Adler, Michal Zion and Zemira R. Mevarech

    Version of Record online : 23 SEP 2015, DOI: 10.1002/tea.21272

  13. Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development

    Journal of Research in Science Teaching

    Volume 52, Issue 6, August 2015, Pages: 735–762, Zahra Hazari, Cheryl Cass and Carrie Beattie

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21214

  14. A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

    Journal of Research in Science Teaching

    Fouad Abd-El-Khalick, John Y. Myers, Ryan Summers, Jeanne Brunner, Noemi Waight, Nader Wahbeh, Ava A. Zeineddin and Jeremy Belarmino

    Version of Record online : 16 JUN 2016, DOI: 10.1002/tea.21339

  15. Adolescent boys' science aspirations: Masculinity, capital, and power

    Journal of Research in Science Teaching

    Volume 51, Issue 1, January 2014, Pages: 1–30, Louise Archer, Jennifer DeWitt and Beatrice Willis

    Version of Record online : 21 OCT 2013, DOI: 10.1002/tea.21122

  16. Potential teachers' appropriate and inappropriate application of pedagogical resources in a model-based physics course: A “knowledge in pieces” perspective on teacher learning

    Journal of Research in Science Teaching

    Volume 50, Issue 9, November 2013, Pages: 1098–1126, Danielle B. Harlow, Julie A. Bianchini, Lauren H. Swanson and Hilary A. Dwyer

    Version of Record online : 13 SEP 2013, DOI: 10.1002/tea.21108

  17. Careers “From” but not “in” science: Why are aspirations to be a scientist challenging for minority ethnic students?

    Journal of Research in Science Teaching

    Volume 52, Issue 7, September 2015, Pages: 979–1002, Billy Wong

    Version of Record online : 27 MAY 2015, DOI: 10.1002/tea.21231

  18. You have full text access to this OnlineOpen article
    Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition

    Journal of Research in Science Teaching

    Volume 52, Issue 8, October 2015, Pages: 1082–1108, Patrice Potvin, Érik Sauriol and Martin Riopel

    Version of Record online : 7 APR 2015, DOI: 10.1002/tea.21235

  19. Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 887–911, Bridget T. Miller, Gerald H. Krockover and Teresa Doughty

    Version of Record online : 3 JUL 2013, DOI: 10.1002/tea.21091

  20. Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 501–529, Jeremy F. Price and Katherine L. McNeill

    Version of Record online : 28 FEB 2013, DOI: 10.1002/tea.21084