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Refinado por: Base de dados/Biblioteca: AUC Wiley Frozen Package in 2012 remover Nome da Publicação: Science Education remover
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Defining sensemaking: Bringing clarity to a fragmented theoretical construct
Defining sensemaking: Bringing clarity to a fragmented theoretical construct
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Defining sensemaking: Bringing clarity to a fragmented theoretical construct

Odden, Tor Ole B. ; Russ, Rosemary S.

Science education (Salem, Mass.), 2019-01, Vol.103 (1), p.187-205 [Periódico revisado por pares]

New York: Wiley-Blackwell

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2
Illuminating political clarity in culturally relevant science instruction
Illuminating political clarity in culturally relevant science instruction
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Illuminating political clarity in culturally relevant science instruction

Madkins, Tia C. ; McKinney de Royston, Maxine

Science education (Salem, Mass.), 2019-11, Vol.103 (6), p.1319-1346 [Periódico revisado por pares]

New York: Wiley-Blackwell

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3
Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching
Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching
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Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching

Ko, Mon‐Lin Monica ; Krist, Christina

Science education (Salem, Mass.), 2019-07, Vol.103 (4), p.979-1010 [Periódico revisado por pares]

New York: Wiley Periodicals Inc

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4
Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature
Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature
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Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Jin, Hui ; Mikeska, Jamie N. ; Hokayem, Hayat ; Mavronikolas, Elia

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1206-1234 [Periódico revisado por pares]

New York: Wiley-Blackwell

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5
Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice
Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice
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Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice

Stroupe, David

Science education (Salem, Mass.), 2014-05, Vol.98 (3), p.487-516 [Periódico revisado por pares]

New York: Blackwell Publishing Ltd

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6
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
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Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

Koretsky, Milo D. ; Nefcy, Erick J. ; Nolen, Susan Bobbit ; Champagne, Audrey B.

Science education (Salem, Mass.), 2023-03, Vol.107 (2), p.510-550 [Periódico revisado por pares]

New York: Wiley Periodicals Inc

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7
Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction
Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction
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Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones, Tamecia R. ; Burrell, Shondricka

Science education (Salem, Mass.), 2022-09, Vol.106 (5), p.1032-1053 [Periódico revisado por pares]

New York: Wiley

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8
Supporting teachers to negotiate uncertainty for science, students, and teaching
Supporting teachers to negotiate uncertainty for science, students, and teaching
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Supporting teachers to negotiate uncertainty for science, students, and teaching

Manz, Eve ; Suárez, Enrique

Science education (Salem, Mass.), 2018-07, Vol.102 (4), p.771-795 [Periódico revisado por pares]

New York: Wiley-Blackwell

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9
Managing uncertainty in scientific argumentation
Managing uncertainty in scientific argumentation
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Managing uncertainty in scientific argumentation

Chen, Ying‐Chih ; Benus, Matthew J. ; Hernandez, Jaclyn

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1235-1276 [Periódico revisado por pares]

New York: Wiley-Blackwell

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10
Proposing a core set of instructional practices and tools for teachers of science
Proposing a core set of instructional practices and tools for teachers of science
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Proposing a core set of instructional practices and tools for teachers of science

Windschitl, Mark ; Thompson, Jessica ; Braaten, Melissa ; Stroupe, David

Science education (Salem, Mass.), 2012-09, Vol.96 (5), p.878-903 [Periódico revisado por pares]

Hoboken: Wiley Subscription Services, Inc., A Wiley Company

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