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International Journal of Science Education Volume 39, 2017 - Issue 15
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Articles

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

Amanda Benedict-ChambersCollege of Education, Missouri State University, Springfield, MO, USACorrespondence[email protected]
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Sylvie M. KademianSchool of Education, University of Michigan, Ann Arbor, MI, USAORCID Iconhttp://orcid.org/0000-0002-5766-1876View further author information
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Elizabeth A. DavisSchool of Education, University of Michigan, Ann Arbor, MI, USAORCID Iconhttp://orcid.org/0000-0002-4984-0209View further author information
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Annemarie Sullivan PalincsarSchool of Education, University of Michigan, Ann Arbor, MI, USAView further author information
Pages 1977-2001 | Received 19 Oct 2016, Accepted 08 Aug 2017, Published online: 29 Aug 2017

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Elina Malleus, Grete Arro, Triinu Jesmin, Esta Kaal, Mihkel Kangur, Arko Olesk, Liisa Puusepp, Jaanus Terasmaa & Terje Väljataga. (2023) Asking meaningful questions in digital outdoor learning tool - a way to support conceptual change. Environmental Education Research 0:0, pages 1-19.
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Joonhyeong Park, Jina Chang, Jisun Park & Hye-Gyoung Yoon. (2022) Features of and representational strategies in instructional videos for primary science classes. International Journal of Science Education 44:16, pages 2397-2422.
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Julia D. Plummer, Arzu Tanis Ozcelik & Michele M. Crowl. (2021) Informal science educators engaging preschool-age audiences in science practices. International Journal of Science Education, Part B 11:2, pages 91-109.
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Lorraine Ann Jacques, Heidi Cian, Danielle C. Herro & Cassie Quigley. (2020) The Impact of Questioning Techniques on STEAM Instruction. Action in Teacher Education 42:3, pages 290-308.
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Joshua Morris & Michelene T. H. Chi. (2020) Improving teacher questioning in science using ICAP theory. The Journal of Educational Research 113:1, pages 1-12.
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Tor Ole B. Odden & Rosemary S. Russ. (2019) Vexing questions that sustain sensemaking. International Journal of Science Education 41:8, pages 1052-1070.
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Caixia Liu, Liyao Wang, Zhongling Pi & Jiumin Yang. (2023) Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students. Education and Information Technologies.
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Kennedy Kam Ho Chan. (2022) Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work. Journal of Research in Science Teaching 60:5, pages 1014-1052.
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Hope K. Gerde & Barbara A. Wasik. (2021) Developing Language Through Science. The Reading Teacher 75:5, pages 535-544.
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Julia D. Plummer, Michele M. Crowl & Arzu Tanis Ozcelik. (2019) Informal Science Educators: Understanding Their Goals for Preschool-Aged Audiences. Research in Science Education 51:5, pages 1269-1286.
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JoAnne M. West, Tanya S. Wright & Amelia W. Gotwals. (2021) Supporting Scientific Discussions: Moving Kindergartners’ Conversations Forward. The Reading Teacher 74:6, pages 703-712.
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Adam G. L. Schafer & Ellen J. Yezierski. (2021) Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment. Journal of Chemical Education 98:4, pages 1099-1111.
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Su-Chi Fang. (2020) Towards Scientific Inquiry in Secondary Earth Science Classrooms: Opportunities and Realities. International Journal of Science and Mathematics Education 19:4, pages 771-792.
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Gavin W. Fulmer, Jihyun Hwang, Chenchen Ding, Brian Hand, Jee K. Suh & William Hansen. (2020) Development of a questionnaire on teachers' knowledge of language as an epistemic tool. Journal of Research in Science Teaching 58:4, pages 459-490.
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Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2021) Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons. Education Sciences 11:2, pages 87.
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D S Rahayu, S Hendayana, A Mudzakir & S Rahmawan. (2019) Types and the role of teacher’s questions in science classroom practice. Journal of Physics: Conference Series 1157, pages 022040.
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