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There are 17828 results for: content related to: Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions

  1. 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

    Version of Record online : 26 MAY 2015, DOI: 10.1002/tea.21252

  2. Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher

    Journal of Research in Science Teaching

    Ahmet Kilinc, Umit Demiral and Tezcan Kartal

    Version of Record online : 25 JAN 2017, DOI: 10.1002/tea.21385

  3. Communicating science to students: Investigating professional botanic garden educators' talk during guided school visits

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 407–429, Junqing Zhai and Justin Dillon

    Version of Record online : 30 JAN 2014, DOI: 10.1002/tea.21143

  4. An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use

    Journal of Research in Science Teaching

    Volume 54, Issue 2, February 2017, Pages: 141–168, Lisa M. Marco-Bujosa, Katherine L. McNeill, María González-Howard and Suzanna Loper

    Version of Record online : 5 AUG 2016, DOI: 10.1002/tea.21340

  5. 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

  6. Learning in a community of practice: Factors impacting english-learning students' engagement in scientific argumentation

    Journal of Research in Science Teaching

    Volume 53, Issue 4, April 2016, Pages: 527–553, María González-Howard and Katherine L. McNeill

    Version of Record online : 12 JAN 2016, DOI: 10.1002/tea.21310

  7. 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

    Version of Record online : 7 JAN 2015, DOI: 10.1002/tea.21195

  8. What is (or should be) scientific evidence use in k-12 classrooms?

    Journal of Research in Science Teaching

    Volume 54, Issue 5, May 2017, Pages: 672–689, Katherine L. McNeill and Leema Berland

    Version of Record online : 29 DEC 2016, DOI: 10.1002/tea.21381

  9. An exploration of hispanic mothers' culturally sustaining experiences at an informal science center

    Journal of Research in Science Teaching

    Volume 52, Issue 1, January 2015, Pages: 84–106, Ingrid Weiland

    Version of Record online : 29 DEC 2014, DOI: 10.1002/tea.21190

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

    Journal of Research in Science Teaching

    Volume 53, Issue 8, October 2016, Pages: 1232–1258, Sabela F. Monteira and María Pilar Jiménez-Aleixandre

    Version of Record online : 24 JUL 2015, DOI: 10.1002/tea.21259

  11. Engaging with socially acute questions: Development and validation of an interactional reasoning framework

    Journal of Research in Science Teaching

    Olivier Morin, Laurence Simonneaux and Russell Tytler

    Version of Record online : 22 FEB 2017, DOI: 10.1002/tea.21386

  12. Young African American boys narrating identities in science

    Journal of Research in Science Teaching

    Volume 53, Issue 1, January 2016, Pages: 95–118, Justine M. Kane

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21247

  13. 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

    Version of Record online : 8 SEP 2014, DOI: 10.1002/tea.21173

  14. The structure-agency dialectic in contested science spaces: “Do earthworms eat apples?”

    Journal of Research in Science Teaching

    Volume 52, Issue 4, April 2015, Pages: 461–473, Justine M. Kane

    Version of Record online : 27 FEB 2015, DOI: 10.1002/tea.21206

  15. Science language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 1049–1083, Wolff-Michael Roth

    Version of Record online : 8 JUL 2014, DOI: 10.1002/tea.21158

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    Students from non-dominant linguistic backgrounds making sense of cosmology visualizations

    Journal of Research in Science Teaching

    Volume 54, Issue 1, January 2017, Pages: 29–57, Zoë E. Buck Bracey

    Version of Record online : 21 JUN 2016, DOI: 10.1002/tea.21337

  17. Exemplification in science instruction: Teaching and learning through examples

    Journal of Research in Science Teaching

    Volume 53, Issue 5, May 2016, Pages: 737–767, Alandeom W. Oliveira and Adam O. Brown

    Version of Record online : 30 MAR 2016, DOI: 10.1002/tea.21319

  18. Identifying a core set of science teaching practices: A delphi expert panel approach

    Journal of Research in Science Teaching

    Volume 51, Issue 9, November 2014, Pages: 1185–1217, Matthew Kloser

    Version of Record online : 12 SEP 2014, DOI: 10.1002/tea.21171

  19. “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

    Version of Record online : 10 APR 2015, DOI: 10.1002/tea.21240

  20. The increasingly important role of science competency beliefs for science learning in girls

    Journal of Research in Science Teaching

    Paulette Vincent-Ruz and Christian D. Schunn

    Version of Record online : 1 MAR 2017, DOI: 10.1002/tea.21387