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Cognition and Instruction Volume 36, 2018 - Issue 4
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Original Articles

Making Space to Sensemake: Epistemic Distancing in Small Group Physics Discussions

Luke D. ConlinDepartment of Chemistry and Physics, Salem State University, Salem, Massachusetts, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8561-6394View further author information
ORCID Icon &
Rachel E. ScherrDepartment of Physics, Seattle Pacific University, Seattle, Washington, USAORCID Iconhttp://orcid.org/0000-0002-0962-6582View further author information
ORCID Icon
Pages 396-423 | Received 02 Aug 2015, Accepted 16 May 2018, Published online: 01 Oct 2018

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Jeanne Ting Chowning. (2023) “We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation. Cognition and Instruction 41:4, pages 436-471.
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Pei Pei Liu, David McKinney, Alexandra A. Lee, Jennifer A. Schmidt, Gwen C. Marchand & Lisa Linnenbrink-Garcia. (2023) A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms. Cognition and Instruction 41:2, pages 201-247.
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Articles from other publishers (15)

John Button, Diren Pamuk Turner & David Hammer. (2023) How chemists handle not-knowing in reasoning about a novel problem. Chemistry Education Research and Practice 24:3, pages 956-970.
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Lama Z. Jaber, Leslie Atkins, Andrew Elby & Enrique Suárez. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 14-1 14-26 .
Enrique Suárez, Gina Quan, David Hammer & Leslie Atkins. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 13-1 13-32 .
Tong Wan, Constance M. Doty, Ashley A. Geraets, Erin K. H. Saitta & Jacquelyn J. Chini. (2023) Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception. International Journal of STEM Education 10:1.
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Jessica Watkins & Eve Manz. (2022) Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty. Science Education 106:6, pages 1408-1441.
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Meagan Sundstrom & Fabiana Cardetti. (2021) Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know. Physical Review Physics Education Research 17:2.
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Esra UÇAK. (2021) FEN DERSLERİNDE SINIF İÇİ KONUŞMALAR ÜZERİNE SİSTEMATİK BİR DERLEME. Trakya Eğitim Dergisi 11:3, pages 1148-1172.
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Anna McLean Phillips, Meagan Sundstrom, David G. Wu & N. G. Holmes. (2021) Not engaging with problems in the lab: Students’ navigation of conflicting data and models. Physical Review Physics Education Research 17:2.
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Tong Wan, Constance M. Doty, Ashley A. Geraets, Christopher A. Nix, Erin K. H. Saitta & Jacquelyn J. Chini. (2021) Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning. Physical Review Physics Education Research 17:1.
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Jeong-Won Noh, Kyeong-Hwa Lee & Sung-Jae Moon. (2021) A Case Study on Learning Proofs of the Pythagorean Theorem through Diagramming: Based on the Châteletean Perspective. Journal of Educational Research in Mathematics 31:2, pages 131-152.
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Daniel L. Reinholz & Mary E. Pilgrim. (2020) Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process. Educational Studies in Mathematics 106:2, pages 211-229.
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David T. Brookes, Yuehai Yang & Binod Nainabasti. (2021) Social positioning in small group interactions in an investigative science learning environment physics class. Physical Review Physics Education Research 17:1.
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Erin Ronayne Sohr, Ayush Gupta, Brandon J. Johnson & Gina M. Quan. (2020) Examining the dynamics of decision making when designing curriculum in partnership with students: How should we proceed?. Physical Review Physics Education Research 16:2.
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Brett M. McCollum. 2020. Active Learning in College Science. Active Learning in College Science 621 637 .
Gina M. Quan & Ayush Gupta. (2019) Tensions in the productivity of design task tinkering. Journal of Engineering Education 109:1, pages 88-106.
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