Citations (76)
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Jacob Pleasants. (2023) Embracing the Game-Like Character of Science and Engineering Activities: A Perspective to Guide Teachers’ Instructional Decisions. Journal of Science Teacher Education 34:7, pages 751-769.
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Tess Bernhard. (2023) Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions. Journal of Science Teacher Education 34:4, pages 369-390.
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John M. Lanicci & Sarah K. McCorrison. (2023) Why K-12 education is important to achieving a Weather-Ready Nation. Journal of Geoscience Education 71:2, pages 266-277.
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Nancy A. Price. (2023) Practice-Crosscutting Concept pairs of the NGSS and ways of knowing in the Earth & Space Sciences. Journal of Geoscience Education 71:2, pages 253-265.
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Lynne M. Zummo & Sara J. Dozier. (2022) Using epistemic instructional activities to support secondary science teachers’ social construction of knowledge of anthropogenic climate change during a professional learning experience. Journal of Geoscience Education 70:4, pages 530-545.
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Alison Haas, Rita Januszyk, Scott E. Grapin, Marcelle Goggins, Lorena Llosa & Okhee Lee. (2021) Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners. Journal of Science Teacher Education 32:7, pages 735-756.
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Vance Kite, Soonhye Park, Katherine McCance & Elsun Seung. (2021) Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices. Journal of Science Teacher Education 32:3, pages 243-264.
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Miwa A. Takeuchi, Pratim Sengupta, Marie-Claire Shanahan, Jennifer D. Adams & Maryam Hachem. (2020) Transdisciplinarity in STEM education: a critical review. Studies in Science Education 56:2, pages 213-253.
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Jarod Kawasaki & William A. Sandoval. (2020) Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards. Journal of Science Teacher Education 31:4, pages 384-400.
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Leema K. Berland, Rosemary S. Russ & Cori P. West. (2020) Supporting the Scientific Practices through Epistemologically Responsive Science Teaching. Journal of Science Teacher Education 31:3, pages 264-290.
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Nicole Bowers, Eileen Merritt & Sara Rimm-Kaufman. (2020) Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms. Journal of Science Teacher Education 31:1, pages 34-55.
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Jarod Kawasaki & William A. Sandoval. (2019) The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching. Journal of Science Teacher Education 30:8, pages 906-922.
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Junghwan Oh & Kim C. Graber. (2019) Physical Education Teacher Education Leaders’ Perceptions on a National Curriculum in Physical Education. Research Quarterly for Exercise and Sport 90:3, pages 362-376.
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Suzanna Loper, Katherine L. McNeill, María González-Howard, Lisa M. Marco-Bujosa & Laura M. O’Dwyer. (2019) The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education 28:2, pages 173-190.
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Maria González-Howard, Lisa Marco-Bujosa, Katherine L. Mcneill, Megan Goss & Suzanna Loper. (2018) Teacher’s Toolkit: The Argumentation Toolkit. Science Scope 42:3, pages 74-78.
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Jonathan Silverman & Nicole Corneau. (2017) From nature deficit to outdoor exploration: curriculum for sustainability in Vermont’s public schools. Journal of Adventure Education and Outdoor Learning 17:3, pages 258-273.
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Suzanna Loper, Katherine L. McNeill & María González-Howard. (2017) Multimedia Educative Curriculum Materials (MECMs): Teachers’ Choices in Using MECMs Designed to Support Scientific Argumentation. Journal of Science Teacher Education 28:1, pages 36-56.
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N. Alex Zirakparvar. (2015) A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program. Journal of Geoscience Education 63:3, pages 167-175.
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Emily K. Toutkoushian & Kihyun Ryoo. Modeling Complex Data from Simulations to Assess Middle School Students’ NGSS-Aligned Science Learning. Measurement: Interdisciplinary Research and Perspectives 0:0, pages 1-19.
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Lisa M. Marco-Bujosa, Katherine L. McNeill & Audrey A. Friedman. An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”. Journal of Science Teacher Education 0:0, pages 1-20.
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Cheng-Wen He, Hong Tran, Julie Luft, Yamil Ruiz, Shaugnessy McCann, Yuxi Huang & Brooke Whitworth. Science teachers’ implementation of science and engineering practices in different instructional settings. International Journal of Science Education 0:0, pages 1-22.
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Carrie Ann Sharitt & Michael J. Vanni. (2023) Teaching Nutrient Cycling and Climate Change Concepts Using Excretion Experiments with Common Fish. The American Biology Teacher 85:9, pages 500-506.
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Thomas S. Kuntzleman & Joshua B. Kenney. (2023) Quantifying the Dynamics of the Candy Cola Soda Geyser Using a Simple and Inexpensive Protocol. Journal of Chemical Education 100:10, pages 4114-4118.
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Jamie N. Mikeska, Dante Cisterna, Heena Lakhani, Allison K. Bookbinder, David L. Myers & Luronne Vaval. (2022) Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions. Science Education 107:3, pages 572-608.
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Jamie Tanas & Gavin Fulmer. (2023) A content analysis of alignment messages to the Next Generation Science Standards. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Berry Billingsley, Keith S. Taber & Mehdi Nassaji. (2020) Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion. The Curriculum Journal 32:2, pages 334-358.
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Cheng-Chieh Chang, Thakkar Chandni Hirenkumar & Chin-Kuo Wu. (2021) The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA. Sustainability 13:8, pages 4314.
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Bing Wei & Yaqing Wang. (2020) The Presentation of Science Practice in Twenty Historical Cases. Science & Education 30:2, pages 365-380.
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