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Journal of Research in Science Teaching

Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company

Cover image for Journal of Research in Science Teaching

February 2005

Volume 42, Issue 2

Pages 139–244

    1. What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science (pages 139–165)

      Teresa Crawford

      Article first published online: 30 DEC 2004 | DOI: 10.1002/tea.20047

    2. Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use (pages 166–184)

      Yue Yin, Jim Vanides, Maria Araceli Ruiz-Primo, Carlos C. Ayala and Richard J. Shavelson

      Article first published online: 6 JAN 2005 | DOI: 10.1002/tea.20049

    3. Toward implementing distributed scaffolding: Helping students learn science from design (pages 185–217)

      Sadhana Puntambekar and Janet L. Kolodner

      Article first published online: 6 JAN 2005 | DOI: 10.1002/tea.20048

    4. Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations (pages 218–244)

      Patricia Meis Friedrichsen and Thomas M. Dana

      Article first published online: 6 JAN 2005 | DOI: 10.1002/tea.20046

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