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There are 25531 results for: content related to: Discipline-centered post-secondary science education research: Understanding university level science learning

  1. You have free access to this content
    Discipline-centered post-secondary science education research: Distinctive targets, challenges and opportunities

    Journal of Research in Science Teaching

    Volume 51, Issue 6, August 2014, Pages: 679–693, Brian P. Coppola and Joseph S. Krajcik

    Article first published online : 12 JUL 2014, DOI: 10.1002/tea.21165

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    DBER and STEM education reform: Are we up to the challenge?

    Journal of Research in Science Teaching

    Volume 51, Issue 6, August 2014, Pages: 809–819, Vicente Talanquer

    Article first published online : 8 JUL 2014, DOI: 10.1002/tea.21162

  3. 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

    Article first published online : 13 AUG 2014, DOI: 10.1002/tea.21166

  4. “Because they want to teach you about their culture”: Analyzing effective mentoring conversations between culturally responsible mentors and secondary science teachers of indigenous students in mainstream schools

    Journal of Research in Science Teaching

    Volume 52, Issue 10, December 2015, Pages: 1325–1361, Sara Tolbert

    Article first published online : 10 APR 2015, DOI: 10.1002/tea.21240

  5. 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

  6. Normative beliefs, discursive claims, and implementation of reform-based science standards

    Journal of Research in Science Teaching

    William R. Veal, Mary E. Riley Lloyd, Malia R. Howell and John Peters

    Article first published online : 18 JUN 2015, DOI: 10.1002/tea.21265

  7. 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

    Article first published online : 13 SEP 2013, DOI: 10.1002/tea.21108

  8. 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

    Article first published online : 27 MAY 2015, DOI: 10.1002/tea.21231

  9. Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

    Journal of Research in Science Teaching

    Volume 52, Issue 9, November 2015, Pages: 1296–1324, Elizabeth Hufnagel

    Article first published online : 2 MAY 2015, DOI: 10.1002/tea.21245

  10. Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

    Journal of Research in Science Teaching

    Volume 52, Issue 5, May 2015, Pages: 585–609, Vicente Talanquer, Molly Bolger and Debra Tomanek

    Article first published online : 27 FEB 2015, DOI: 10.1002/tea.21209

  11. Emotional climate and high quality learning experiences in science teacher education

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1301–1325, Alberto Bellocchi, Stephen M. Ritchie, Kenneth Tobin, Donna King, Maryam Sandhu and Senka Henderson

    Article first published online : 18 AUG 2014, DOI: 10.1002/tea.21170

  12. Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

    Journal of Research in Science Teaching

    Leon Walls

    Article first published online : 6 JUL 2015, DOI: 10.1002/tea.21266

  13. 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

  14. 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

    Article first published online : 21 OCT 2013, DOI: 10.1002/tea.21122

  15. Students' problem solving approaches for developing geologic models in the field

    Journal of Research in Science Teaching

    Volume 52, Issue 8, October 2015, Pages: 1109–1131, Russell N. Balliet, Eric M. Riggs and Adam V. Maltese

    Article first published online : 2 MAY 2015, DOI: 10.1002/tea.21236

  16. 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

  17. Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

    Journal of Research in Science Teaching

    Volume 53, Issue 2, February 2016, Pages: 181–214, Su-Chi Fang, Christina Hart and David Clarke

    Article first published online : 31 OCT 2015, DOI: 10.1002/tea.21298

  18. Factors Contributing to Adult Knowledge of Science and Technology

    Journal of Research in Science Teaching

    Volume 50, Issue 4, April 2013, Pages: 431–452, John H. Falk and Mark D. Needham

    Article first published online : 5 FEB 2013, DOI: 10.1002/tea.21080

  19. 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

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    Ethnically diverse students' knowledge structures in first-semester organic chemistry

    Journal of Research in Science Teaching

    Volume 51, Issue 6, August 2014, Pages: 741–758, Enrique J. Lopez, Richard J. Shavelson, Kiruthiga Nandagopal, Evan Szu and John Penn

    Article first published online : 9 JUL 2014, DOI: 10.1002/tea.21160