Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Terri Patchen"'
Autor:
Niroshika Keppetipola, Terri Patchen
Publikováno v:
Journal of Microbiology & Biology Education, Vol 22, Iss 1 (2021)
Although many science education researchers have investigated developing science education at the K–12 levels to meet the needs of underrepresented students in science, far fewer have considered how shifts to online instruction in undergraduate sci
Externí odkaz:
https://doaj.org/article/7483fd3082eb41fd9db6ec25fa8b7bba
Autor:
Terri Patchen, Dennis W. Smithenry
Publikováno v:
Research in Science Education. 45:75-100
Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students’ experiences with these t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16d7df8faa367cacd5f76ee9fb16883c
https://doi.org/10.1007/s11165-014-9414-1
https://doi.org/10.1007/s11165-014-9414-1
Autor:
Terri Patchen, Dennis W. Smithenry
Publikováno v:
Journal of Research in Science Teaching. 51:606-634
Recent calls asking science teachers to increase student authority by diversifying instruction appear stalled by a lack of empirical evidence supporting the actual implementation of any such shifts. To better support the practical integration of more
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::266f86e86b678f426fe7974f00175101
https://doi.org/10.1002/tea.21140
https://doi.org/10.1002/tea.21140
Framing Science in a New Context: What Students Take Away From a Student-Directed Inquiry Curriculum
Autor:
Terri Patchen, Dennis W. Smithenry
Publikováno v:
Science Education. 97:801-829
Student-directed inquiry in science is an important mechanism for helping students develop a repertoire of practices that reflects the work of real scientists. But few studies consider what students “take away” from this type of instruction, i.e.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a500ca02336e637a8d557b625914b3b
https://doi.org/10.1002/sce.21077
https://doi.org/10.1002/sce.21077
Autor:
Terri Patchen
Publikováno v:
The Urban Review. 44:511-533
Interactions with capital—how it is identified, accumulated and exchanged—occur within fields of action, and every field has its own set of rules, or habitus, shaping the ways in which these interactions unfold. Classrooms, the fields in which st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::baf23f7aa7996c5c8c4c39a14ad09738
https://doi.org/10.1007/s11256-012-0210-9
https://doi.org/10.1007/s11256-012-0210-9
Autor:
Terri Patchen, Teresa Crawford
Publikováno v:
Journal of Teacher Education. 62:286-298
This study examines the relationship between epistemological beliefs and perceptions of practice through the analysis of teacher-generated metaphors. In a multilevel qualitative examination of the self-descriptive metaphors of 32 working teachers, th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::352f4bdcf6dc7a160f844d9751082dda
https://doi.org/10.1177/0022487110396716
https://doi.org/10.1177/0022487110396716
Autor:
Anne M. Cox-Petersen, Terri Patchen
Publikováno v:
Science Education. 92:994-1014
Classrooms across the United States increasingly find White teachers paired with ethnic minority students, but few of these teachers are prepared for the disparities such cultural integration presents. This is particularly true vis-a-vis science educ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07e891d6d2a220071d4939dfc133de01
https://doi.org/10.1002/sce.20282
https://doi.org/10.1002/sce.20282
Autor:
Terri Patchen
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 108:2053-2079
This ethnographic study of high school students’ classroom practices and perceptions about participation reveals the extent to which students’ perceptions determine their understandings of practice, even when these understandings conflict with re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::401e98083c7ea257829862dd39842212
https://doi.org/10.1177/016146810610801005
https://doi.org/10.1177/016146810610801005
Teaching Science to Culturally and Linguistically Diverse Elementary Students helps K-8 teachers implement culturally relevant instructional strategies to ensure that all students, regardless of race, ethnicity, or socioeconomic class, can do science
