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Journal of Science Teacher Education Volume 31, 2020 - Issue 4
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Article

Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Jarod KawasakiCollege of Education, California State University, Dominguez Hills, Carson, California, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9076-4108
ORCID Icon &
William A. SandovalGraduate School of Education and Information Studies, University of California Los Angeles, Los Angeles, California, USAORCID Iconhttps://orcid.org/0000-0003-1667-6163
ORCID Icon
Pages 384-400 | Published online: 09 Jan 2020

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Read on this site (2)

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 0:0, pages 1-19.
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Carrie D. Allen & Sara C. Heredia. (2021) Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education 32:2, pages 148-166.
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Articles from other publishers (8)

Jessica L. Alzen, Kelsey Edwards, William R. Penuel, Brian J. Reiser, Cynthia Passmore, Chris D. Griesemer, Aliza Zivic, Christina Murzynski & Jason Y. Buell. (2022) Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study. Journal of Research in Science Teaching 60:7, pages 1520-1550.
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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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Marisa Michelini & Emanuela Vidic. (2023) The impact of Situated Learning for prospective primary teacher education and for the school. Journal of Physics: Conference Series 2490:1, pages 012008.
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Mohammad Khair M. Al-Salamat. (2022) Scientific and engineering practices aligned with the NGSS in the performance of secondary stage physics teachers. PLOS ONE 17:10, pages e0275158.
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Phil Seok Oh, Heesoo Ha & Yeon Joon Yoo. (2022) Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom. Science Education 106:4, pages 797-829.
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Todd L. Hutner, Victor Sampson, Lawrence Chu, Christina L. Baze & Richard H. Crawford. (2021) A case study of science teachers' goal conflicts arising when integrating engineering into science classes. Science Education 106:1, pages 88-118.
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Steph Dean & Andrew Gilbert. (2021) What Scientists Do: Engaging in Science Practices through a Wonder-Framed Nature Study. Interdisciplinary Journal of Environmental and Science Education 17:4 - In Progress, pages e2255.
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Antoinette Sherrise Linton. 2021. Evolving Multicultural Education for Global Classrooms. Evolving Multicultural Education for Global Classrooms 109 136 .

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