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There are 9352 results for: content related to: Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations

  1. The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science

    Journal of Research in Science Teaching

    Kihyun Ryoo and Kristin Bedell

    Version of Record online : 20 JUL 2017, DOI: 10.1002/tea.21405

  2. Designing automated guidance for concept diagrams in inquiry instruction

    Journal of Research in Science Teaching

    Volume 53, Issue 7, September 2016, Pages: 1003–1035, Kihyun Ryoo and Marcia C. Linn

    Version of Record online : 3 APR 2016, DOI: 10.1002/tea.21321

  3. Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?

    Journal of Research in Science Teaching

    Volume 49, Issue 2, February 2012, Pages: 218–243, Kihyun Ryoo and Marcia C. Linn

    Version of Record online : 9 JAN 2012, DOI: 10.1002/tea.21003

  4. Developing an analytical framework for argumentation on energy consumption issues

    Journal of Research in Science Teaching

    Volume 52, Issue 8, October 2015, Pages: 1132–1162, Hui Jin, Cathy E. Mehl and Deborah H. Lan

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21237

  5. 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

    Version of Record online : 10 JUL 2013, DOI: 10.1002/tea.21097

  6. Investigating optimal learning moments in U.S. and finnish science classes

    Journal of Research in Science Teaching

    Volume 53, Issue 3, March 2016, Pages: 400–421, Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Michael Broda, Justina Spicer, Justin Bruner, Julia Moeller, Janna Linnansaari, Kalle Juuti and Jaana Viljaranta

    Version of Record online : 22 DEC 2015, DOI: 10.1002/tea.21306

  7. 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

    Version of Record online : 15 APR 2015, DOI: 10.1002/tea.21243

  8. Making predictions about chemical reactivity: Assumptions and heuristics

    Journal of Research in Science Teaching

    Volume 50, Issue 6, August 2013, Pages: 748–767, Jenine Maeyer and Vicente Talanquer

    Version of Record online : 3 JUL 2013, DOI: 10.1002/tea.21092

  9. 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

    Version of Record online : 26 MAR 2014, DOI: 10.1002/tea.21148

  10. 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

  11. Investigating a learning progression for energy ideas from upper elementary through high school

    Journal of Research in Science Teaching

    Cari F. Herrmann-Abell and George E. DeBoer

    Version of Record online : 5 JUL 2017, DOI: 10.1002/tea.21411

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    Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

    Journal of Research in Science Teaching

    Volume 54, Issue 1, January 2017, Pages: 3–28, Heike Itzek-Greulich and Christian Vollmer

    Version of Record online : 5 DEC 2016, DOI: 10.1002/tea.21334

  13. 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

  14. 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

    Version of Record online : 25 FEB 2015, DOI: 10.1002/tea.21198

  15. To customize or not to customize? Exploring science teacher customization in an online lesson portal

    Journal of Research in Science Teaching

    Volume 53, Issue 3, March 2016, Pages: 349–367, Joshua Littenberg-Tobias, Elham Beheshti and Carolyn Staudt

    Version of Record online : 12 JAN 2016, DOI: 10.1002/tea.21300

  16. Understanding patterns of evolution acceptance—A new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students

    Journal of Research in Science Teaching

    Volume 54, Issue 5, May 2017, Pages: 642–671, William L. Romine, Emily M. Walter, Ephiram Bosse and Amber N. Todd

    Version of Record online : 12 JAN 2017, DOI: 10.1002/tea.21380

  17. Developing interpretive power in science teaching

    Journal of Research in Science Teaching

    Volume 53, Issue 10, December 2016, Pages: 1571–1600, Ann S. Rosebery, Beth Warren and Eli Tucker-Raymond

    Version of Record online : 25 AUG 2015, DOI: 10.1002/tea.21267

  18. 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

  19. 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

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21226

  20. 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

    Version of Record online : 27 JAN 2014, DOI: 10.1002/tea.21145