Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

Joanna K. GarnerThe Center for Educational Partnerships, Old Dominion University, Norfolk, Virginia, USACorrespondence[email protected]

https://orcid.org/0000-0001-9105-5194 View further author information

Avi KaplanDepartment of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania, USA

https://orcid.org/0000-0002-2898-0085 View further author information

Stephanie HathcockSchool of Teaching, Learning and Educational Sciences, Oklahoma State University, Stillwater, Oklahoma, USA

https://orcid.org/0000-0001-9116-4753 View further author information

Bradley BergeyDepartment of Secondary Education and Youth Services, The City University of New York, Queens, New York, USA

https://orcid.org/0000-0002-0495-7219 View further author information

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Dina Nesimyan – Agadi & Orit Ben Zvi Assaraf. (2023) How can learners explain phenomena in ecology using evolutionary evidence from informal learning environments as resources?. Journal of Biological Education 57:1, pages 170-183.
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Hye Sun You, Sunyoung Park, Jill A. Marshall & Cesar Delgado. (2020) Interdisciplinary Science Assessment of Carbon Cycling: Construct Validity Evidence Based on Internal Structure. Research in Science Education 52:2, pages 473-492.
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Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

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Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

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