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There are 39797 results for: content related to: Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons

  1. Empirical refinements of a molecular genetics learning progression: The molecular constructs

    Journal of Research in Science Teaching

    Volume 53, Issue 9, November 2016, Pages: 1385–1418, Amber Todd and Lisa Kenyon

    Version of Record online : 18 JUN 2015, DOI: 10.1002/tea.21262

  2. 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

    Version of Record online : 6 JUN 2014, DOI: 10.1002/tea.21156

  3. Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 462–496, Brian M. Donovan

    Version of Record online : 30 DEC 2013, DOI: 10.1002/tea.21138

  4. Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 53, Issue 3, March 2016, Pages: 422–449, Anna Maria Arias, Amber Schultz Bismack, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21250

  5. 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

  6. 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

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    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

    Volume 54, Issue 1, January 2017, Pages: 82–120, 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

  8. 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

    Version of Record online : 13 AUG 2013, DOI: 10.1002/tea.21104

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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

  10. You have free access to this content
    NGSS and the landscape of engineering in K-12 state science standards

    Journal of Research in Science Teaching

    Volume 52, Issue 3, March 2015, Pages: 296–318, Tamara J. Moore, Kristina M. Tank, Aran W. Glancy and Jennifer A. Kersten

    Version of Record online : 24 JAN 2015, DOI: 10.1002/tea.21199

  11. A learning progression should address regression: Insights from developing non-linear reasoning in ecology

    Journal of Research in Science Teaching

    Volume 53, Issue 10, December 2016, Pages: 1447–1470, Tasos Hovardas

    Version of Record online : 2 JUN 2016, DOI: 10.1002/tea.21330

  12. Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice

    Journal of Research in Science Teaching

    Volume 54, Issue 3, March 2017, Pages: 379–411, Brian M. Donovan

    Version of Record online : 20 OCT 2016, DOI: 10.1002/tea.21370

  13. Tool trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development

    Journal of Research in Science Teaching

    Volume 53, Issue 7, September 2016, Pages: 1055–1081, Deborah G. Herrington, Ellen J. Yezierski and Senetta F. Bancroft

    Version of Record online : 29 MAR 2016, DOI: 10.1002/tea.21323

  14. Examining student work for evidence of teacher uptake of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 52, Issue 6, August 2015, Pages: 816–846, Amber Schultz Bismack, Anna Maria Arias, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21220

  15. The development and validation of a learning progression for argumentation in science

    Journal of Research in Science Teaching

    Volume 53, Issue 6, August 2016, Pages: 821–846, Jonathan F. Osborne, J. Bryan Henderson, Anna MacPherson, Evan Szu, Andrew Wild and Shi-Ying Yao

    Version of Record online : 3 APR 2016, DOI: 10.1002/tea.21316

  16. School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 952–988, Dana Vedder-Weiss and David Fortus

    Version of Record online : 20 AUG 2013, DOI: 10.1002/tea.21103

  17. Epistemologies in practice: Making scientific practices meaningful for students

    Journal of Research in Science Teaching

    Volume 53, Issue 7, September 2016, Pages: 1082–1112, Leema K. Berland, Christina V. Schwarz, Christina Krist, Lisa Kenyon, Abraham S. Lo and Brian J. Reiser

    Version of Record online : 8 JUN 2015, DOI: 10.1002/tea.21257

  18. 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

  19. Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes

    Journal of Research in Science Teaching

    Lindsay B. Wheeler, Jennifer L. Maeng, Jennie L. Chiu and Randy L. Bell

    Version of Record online : 5 DEC 2016, DOI: 10.1002/tea.21373

  20. Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance

    Journal of Research in Science Teaching

    Antonio González, María-Victoria Carrera Fernández and Paola-Verónica Paoloni

    Version of Record online : 29 DEC 2016, DOI: 10.1002/tea.21377