Zobrazeno 1 - 10
of 35
pro vyhledávání: '"Daniel C. Edelson"'
Autor:
Jamie Deutch Noll, Zoë E. Buck Bracey, María González-Howard, Daniel C. Edelson, Katie Van Horne, Susan M. Kowalski, Andrew E. Krumm, Renee Affolter, Audrey Mohan, Dawn Novak, Brian J. Reiser, Carolyn Landel, Abraham S. Lo, Michael Novak, William R. Penuel, Enrique Suárez, Lindsey Mohan, Tara A. W. McGill, Katherine L. McNeill
Publikováno v:
Journal of Science Teacher Education. 32:780-804
OpenSciEd is an ambitious effort to implement the vision of the Framework for K-12 Science Education and the Next Generation Science Standards broadly across the United States. The premise of OpenS...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb05325d9782bd502084cdc423ddf9f6
https://doi.org/10.1080/1046560x.2021.1877457
https://doi.org/10.1080/1046560x.2021.1877457
Publikováno v:
Science Education. 103:719-749
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9cc1554809c35955577f10b47a57c573
https://doi.org/10.1002/sce.21502
https://doi.org/10.1002/sce.21502
Autor:
Daniel C. Edelson, Beth Kubitskey, Gina Park, Heather Johnson, Richard Vath, Barry Fishman, Spyros Konstantopoulos
Publikováno v:
Journal of Teacher Education. 65:261-264
We were pleased to read the response to our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the imp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::97df0bbe66d439ffb3d8acc72f8db963
https://doi.org/10.1177/0022487113518440
https://doi.org/10.1177/0022487113518440
Autor:
Spyros Konstantopoulos, Barry Fishman, Beth Kubitskey, Daniel C. Edelson, Heather Johnson, Gina Park, Richard Vath
Publikováno v:
Journal of Teacher Education. 64:426-438
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8bc47d904aa03618bd2634a4682b3ab4
https://doi.org/10.1177/0022487113494413
https://doi.org/10.1177/0022487113494413
Autor:
Daniel C. Edelson, Jill A. Wertheim, Emily M. Schell, null The Leadership Team of the Road Map
Publikováno v:
The Geography Teacher. 10:1-5
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a “road map” for ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dfda66d0d911705de16d4e53b1381c46
https://doi.org/10.1080/19338341.2012.758045
https://doi.org/10.1080/19338341.2012.758045
Publikováno v:
The Geography Teacher. 10:15-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c2ad1aa5ff2cd3da928f48ccef1ef92
https://doi.org/10.1080/19338341.2012.758044
https://doi.org/10.1080/19338341.2012.758044
Autor:
Daniel C. Edelson, Eleni A. Kyza
Publikováno v:
Educational Research and Evaluation. 11:545-560
Evidence-based explanations are a core element of scientific reasoning. Nonetheless, the literature reports that students often fail to support their hypotheses with evidence, or give explanations that are not grounded in the data. This research exam
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc4ab33a3ba5dca2fae73fe7b47d6e3a
https://doi.org/10.1080/13803610500254857
https://doi.org/10.1080/13803610500254857
Publikováno v:
Journal of Geoscience Education. 53:422-431
The study of conceptual change has long been of interest to cognitive science researchers and has tangible applications in education and curriculum design. Many theorists agree that learners must be confronted with their misconceptions before concept
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::910c7c6cd20298996e72b803309a6274
https://doi.org/10.5408/1089-9995-53.4.422
https://doi.org/10.5408/1089-9995-53.4.422
Publikováno v:
Journal of the Learning Sciences. 13:387-421
The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaffolding has been applied more broadly, and it has been transformed and generalized.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3aab259bdc0673f52cbf433aa29331b
https://doi.org/10.1207/s15327809jls1303_5
https://doi.org/10.1207/s15327809jls1303_5
Autor:
Ravit Golan Duncan, Joseph Krajcik, Daniel C. Edelson, Elizabeth A. Davis, Eleni A. Kyza, Brian J. Reiser, Eric Fretz, Elliot Soloway, Chris Quintana
Publikováno v:
Journal of the Learning Sciences
Journal of the Learning Sciences, Taylor & Francis (Routledge), 2004, 13(3), pp.337-386
The Journal of the Learning Sciences ISBN: 9780203764411
Journal of the Learning Sciences, Taylor & Francis (Routledge), 2004, 13(3), pp.337-386
The Journal of the Learning Sciences ISBN: 9780203764411
Original article at : http://www.tandfonline.com/doi/abs/10.1207/s15327809jls1303_4; The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::21915c97d3e8904a6539b9881b20a12a
https://doi.org/10.1207/s15327809jls1303_4
https://doi.org/10.1207/s15327809jls1303_4