Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Suzanna Loper"'
Publikováno v:
Irish Educational Studies. 41:1-4
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ae75a47b50bdad28c4e3127853dfca5a
https://doi.org/10.1080/03323315.2021.2022072
https://doi.org/10.1080/03323315.2021.2022072
Autor:
Suzanna Loper, Tessaly Jen, Christina Morales, Jacqueline Barber, Eric Greenwald, Ryan Montgomery
Publikováno v:
International Journal of Science Education. 42:2055-2074
The United States’ Next Generation Science Standards (NGSS) elevate engineering design to the same stature as scientific inquiry, calling on science teachers to engage students in engineering pract...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f46260483329402b55972de978af060
https://doi.org/10.1080/09500693.2020.1811920
https://doi.org/10.1080/09500693.2020.1811920
Autor:
Lisa M. Marco-Bujosa, Suzanna Loper, María González-Howard, Laura M. O'Dwyer, Katherine L. McNeill
Publikováno v:
Technology, Pedagogy and Education. 28:173-190
Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::80e8f84157bca5dbe3bc0776a4dd156b
https://doi.org/10.1080/1475939x.2019.1583121
https://doi.org/10.1080/1475939x.2019.1583121
Publikováno v:
International Journal of Science Education. 40:1455-1475
Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conce...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7587038898cac45c1db9fcba5436b322
https://doi.org/10.1080/09500693.2018.1482508
https://doi.org/10.1080/09500693.2018.1482508
Publikováno v:
Science Education. 101:426-457
Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers’ enactments
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::419499e12f6d2310294cdebda72f74bb
https://doi.org/10.1002/sce.21274
https://doi.org/10.1002/sce.21274
Publikováno v:
Journal of Science Teacher Education. 28:36-56
In this article, we describe the development process for designing multimedia educative curriculum materials (MECMs) focused on supporting teachers in argumentation. We also describe results from a study with 46 teachers. We were interested in whethe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b02dc68c0d7ab72c6a948aaa45dc4c76
https://doi.org/10.1080/1046560x.2016.1277600
https://doi.org/10.1080/1046560x.2016.1277600
Publikováno v:
International Journal of Science Education. 38:2026-2046
Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::165bf561c197e2d283aefec6c5b641dc
https://doi.org/10.1080/09500693.2016.1221547
https://doi.org/10.1080/09500693.2016.1221547
Publikováno v:
Journal of Research in Science Teaching. 54:141-168
Educative curriculum materials provide teachers with authentic opportunities to learn new skills and practices. Yet, research shows teachers use curriculum in different ways for different reasons, and these modifications could undermine the learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e499729581c7e0f140e2fc6314e02f27
https://doi.org/10.1002/tea.21340
https://doi.org/10.1002/tea.21340
Publikováno v:
Science Education. 100:410-436
Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K–12 students. While research has shown that teachers’ beliefs about argumentation can impact their classroom instruction and that students in low so
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::217469db00c53a0c3d57ed09f16bca36
https://doi.org/10.1002/sce.21214
https://doi.org/10.1002/sce.21214
Publikováno v:
Advances in STEM Education ISBN: 9783319974743
Science teachers need support in developing pedagogical content knowledge (PCK) around science practices such as argumentation. Educative curriculum materials (ECMs) have great potential as a tool to support teachers’ PCK development, particularly
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6b53286905fd5e7da33c6731f1709bbf
https://doi.org/10.1007/978-3-319-97475-0_13
https://doi.org/10.1007/978-3-319-97475-0_13
