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Technology, Pedagogy and Education Volume 28, 2019 - Issue 2: Technology for Teacher Learning and Performance
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Articles

The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation

Suzanna LoperLawrence Hall of Science, University of California, Berkeley, CA, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-7893-0801View further author information
ORCID Icon,
Katherine L. McNeillLynch School of Education and Human Development, Boston College, Boston, MA, USAORCID Iconhttp://orcid.org/0000-0003-3673-6637View further author information
ORCID Icon,
María González-HowardDepartment of Curriculum and Instruction University of Texas at Austin, Austin, TX, USAORCID Iconhttp://orcid.org/0000-0003-3575-3937View further author information
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Lisa M. Marco-BujosaDepartment of Education and Counseling, Villanova University, Villanova, PA, USAView further author information
&
Laura M. O’DwyerMeasurement, Evaluation, Statistics, and Assessment, Boston College, Boston, MA, USAORCID Iconhttp://orcid.org/0000-0003-4287-8738View further author information
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Pages 173-190 | Received 15 Jan 2018, Accepted 22 Jan 2019, Published online: 04 Mar 2019

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Read on this site (3)

Chaitanya Ursekar & Shweta Naik. (2023) ‘So basically I have to speak less and give students some freedom’: how committing to a value influences a teacher’s enactment of an inquiry-based science unit. International Journal of Science Education 45:18, pages 1507-1531.
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Trudi Lord, Hee-Sun Lee, Paul Horwitz, Sarah Pryputniewicz & Amy Pallant. (2023) A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning. Journal of Science Teacher Education 0:0, pages 1-26.
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Heather F. Clark, William A. Sandoval & Jarod N. Kawasaki. (2020) Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research 26:8, pages 1177-1192.
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Articles from other publishers (3)

Raphael Wess, Burkhard Priemer & Ilka Parchmann. (2023) Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Pablo Antonio Archila, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods. Science & Education 32:3, pages 635-668.
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Seema Rivera & Amal Ibourk. 2020. Integrating Social Justice Education in Teacher Preparation Programs. Integrating Social Justice Education in Teacher Preparation Programs 208 224 .

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