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There are 20439 results for: content related to: A case study of high school teachers' decision making models for planning and teaching science

  1. You have free access to this content
    Epistemological perspectives on conceptual change: Implications for educational practice

    Journal of Research in Science Teaching

    Volume 28, Issue 9, November 1991, Pages: 839–858, Richard A. Duschl and Drew H. Gitomer

    Version of Record online : 18 AUG 2006, DOI: 10.1002/tea.3660280909

  2. Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

    Science Education

    Volume 95, Issue 2, March 2011, Pages: 217–257, Victor Sampson, Jonathon Grooms and Joi Phelps Walker

    Version of Record online : 11 OCT 2010, DOI: 10.1002/sce.20421

  3. Teaching students “ideas-about-science”: Five dimensions of effective practice

    Science Education

    Volume 88, Issue 5, September 2004, Pages: 655–682, Hannah Bartholomew, Jonathan Osborne and Mary Ratcliffe

    Version of Record online : 3 MAY 2004, DOI: 10.1002/sce.10136

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    Inquiry in science education: International perspectives

    Science Education

    Volume 88, Issue 3, May 2004, Pages: 397–419, Fouad Abd-El-Khalick, Saouma BouJaoude, Richard Duschl, Norman G. Lederman, Rachel Mamlok-Naaman, Avi Hofstein, Mansoor Niaz, David Treagust and Hsiao-lin Tuan

    Version of Record online : 6 APR 2004, DOI: 10.1002/sce.10118

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    Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

    Journal of Research in Science Teaching

    Volume 44, Issue 1, January 2007, Pages: 57–84, Maria Araceli Ruiz-Primo and Erin Marie Furtak

    Version of Record online : 8 DEC 2006, DOI: 10.1002/tea.20163

  6. How does biological knowledge grow? a study of life scientists' research practices

    Journal of Research in Science Teaching

    Volume 32, Issue 6, August 1995, Pages: 649–663, Eleanor Abrams and James H. Wandersee

    Version of Record online : 19 AUG 2006, DOI: 10.1002/tea.3660320609

  7. You have free access to this content
    Tracking the Footprints Puzzle: The problematic persistence of science-as-process in teaching the nature and culture of science

    Science Education

    Volume 94, Issue 6, November 2010, Pages: 1092–1122, Charles R. Ault Jr. and Jeff Dodick

    Version of Record online : 29 JUN 2010, DOI: 10.1002/sce.20398

  8. Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

    Science Education

    Volume 98, Issue 3, May 2014, Pages: 461–486, DOUGLAS ALLCHIN, HANNE MØLLER ANDERSEN and KELD NIELSEN

    Version of Record online : 17 APR 2014, DOI: 10.1002/sce.21111

  9. Understanding the codevelopment of modeling practice and ecological knowledge

    Science Education

    Volume 96, Issue 6, November 2012, Pages: 1071–1105, Eve Manz

    Version of Record online : 1 OCT 2012, DOI: 10.1002/sce.21030

  10. Preservice Elementary Teachers and Explanation Construction: Knowledge-for-Practice and Knowledge-in-Practice

    Science Education

    Volume 97, Issue 2, March 2013, Pages: 310–330, LAURA ZANGORI and CORY T. FORBES

    Version of Record online : 12 FEB 2013, DOI: 10.1002/sce.21052

  11. Argumentative Discourse in a High School Chemistry Classroom

    School Science and Mathematics

    Volume 106, Issue 8, December 2006, Pages: 349–361, Issam Abi-El-Mona and Fouad Abd-El-Khalick

    Version of Record online : 17 MAR 2010, DOI: 10.1111/j.1949-8594.2006.tb17755.x

  12. The impact of collaboration on the outcomes of scientific argumentation

    Science Education

    Volume 93, Issue 3, May 2009, Pages: 448–484, Victor Sampson and Douglas Clark

    Version of Record online : 5 NOV 2008, DOI: 10.1002/sce.20306

  13. Science teachers and scientific argumentation: Trends in views and practice

    Journal of Research in Science Teaching

    Volume 49, Issue 9, November 2012, Pages: 1122–1148, Victor Sampson and Margaret R. Blanchard

    Version of Record online : 24 AUG 2012, DOI: 10.1002/tea.21037

  14. Scientific Practices in Elementary Classrooms: Third-Grade Students’ Scientific Explanations for Seed Structure and Function

    Science Education

    Volume 98, Issue 4, July 2014, Pages: 614–639, LAURA ZANGORI and CORY T. FORBES

    Version of Record online : 14 MAY 2014, DOI: 10.1002/sce.21121

  15. The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

    School Science and Mathematics

    Volume 113, Issue 5, May 2013, Pages: 215–226, Alicia Cotabish, Debbie Dailey, Ann Robinson and Gail Hughes

    Version of Record online : 7 MAY 2013, DOI: 10.1111/ssm.12023

  16. Positive Growth: Developments in the Philosophy of Science Education

    Curriculum Inquiry

    Volume 38, Issue 4, September 2008, Pages: 387–399, DAVID BLADES

    Version of Record online : 24 AUG 2008, DOI: 10.1111/j.1467-873X.2008.00415.x

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    Epistemology

    Science Education

    Volume 74, Issue 3, June 1990, Pages: 382–389,

    Version of Record online : 22 AUG 2006, DOI: 10.1002/sce.3730740314

  18. Gas physics and dynamics in the central 50 pc of the Galaxy

    Proceedings of the Galactic Center Workshop 2002: The Central 300 parsecs of the Milky Way

    B. Vollmer, W. J. Duschl, R. Zylka, Pages: 613–619, 2007

    Published Online : 30 DEC 2007, DOI: 10.1002/9783527617982.ch92

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    Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education

    Science Education

    Volume 92, Issue 3, May 2008, Pages: 473–498, Leah A. Bricker and Philip Bell

    Version of Record online : 17 MAR 2008, DOI: 10.1002/sce.20278

  20. Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice

    Science Education

    Volume 98, Issue 3, May 2014, Pages: 487–516, DAVID STROUPE

    Version of Record online : 17 APR 2014, DOI: 10.1002/sce.21112