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Journal of Science Teacher Education Volume 22, 2011 - Issue 7
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Original Articles

Cognitive and Attitudinal Predictors Related to Line Graphing Achievement among Elementary Pre-service Teachers

Sebastian SzyjkaDepartment of Curriculum and InstructionWestern Illinois University1 University Circle, Horrabin Hall 6961455MacombILUSA
,
Frackson MumbaSouthern Illinois UniversityCarbondaleILUSA
&
Kevin C. WiseSouthern Illinois UniversityCarbondaleILUSA
Pages 563-578 | Published online: 23 Feb 2017

Citations (5)

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Read on this site (1)

Christa Haverly & Elizabeth A. Davis. (2024) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 60:1, pages 75-119.
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Articles from other publishers (4)

Carolin Enzingmüller & Helmut Prechtl. (2019) Constructing Graphs in Biology Class: Secondary Biology Teachers’ Beliefs, Motivation, and Self-Reported Practices. International Journal of Science and Mathematics Education 19:1, pages 1-19.
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Anik Wulandari, Maridi, Sutarno & Murni Ramli. Learning progression on conceptual understanding of biology: A systematic review. Learning progression on conceptual understanding of biology: A systematic review.
Tasos Hovardas. (2016) A learning progression should address regression: Insights from developing non‐linear reasoning in ecology. Journal of Research in Science Teaching 53:10, pages 1447-1470.
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Sandra Rutherford. 2014. Geoscience Research and Outreach. Geoscience Research and Outreach 273 292 .

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