Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Tiffany-Rose Sikorski"'
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010125 (2023)
Limiting case analysis (LCA) is important to practicing physicists. Yet, there is little concrete guidance for physics educators, and a lack of consensus in the research community about how to help students learn, and learn from, limiting case analys
Externí odkaz:
https://doaj.org/article/d92d59c42cdc4ddcab339d08173dea79
Autor:
Tiffany-Rose Sikorski
Publikováno v:
Science & Education. 28:957-981
In the spirit of model revision, researchers continue to refine the notion of a learning progression. Despite many advances in learning progressions research, one key design element has eluded scholarly critique, the upper anchor. Drawing on science
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65f3b260c310e64df00a8105b2975064
https://doi.org/10.1007/s11191-019-00074-w
https://doi.org/10.1007/s11191-019-00074-w
Publikováno v:
2020 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee05aefcfe873683c9e45fe37ce12916
https://doi.org/10.1119/perc.2020.pr.starita
https://doi.org/10.1119/perc.2020.pr.starita
Autor:
Tiffany-Rose Sikorski, Minjung Ryu
Publikováno v:
Science Education. 103:561-589
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b9aa9ee4160ff2bc40ce01e47362d1eb
https://doi.org/10.1002/sce.21493
https://doi.org/10.1002/sce.21493
Autor:
Tiffany-Rose Sikorski, Matty Lau
Publikováno v:
Journal of Science Teacher Education. 29:578-599
Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c7555268c1da106e62085c7eb421c39b
https://doi.org/10.1080/1046560x.2018.1483688
https://doi.org/10.1080/1046560x.2018.1483688
Autor:
Tiffany-Rose Sikorski, David Hammer
Publikováno v:
Science Education. 101:929-943
Despite myriad attempts over the years to design curricula with logical ordering and connections, concerns persist that students view science as a body of prescribed information to memorize. In this essay, we argue that attempts to build coherence in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d2ae4a42d813884371a81bf1ad00391
https://doi.org/10.1002/sce.21299
https://doi.org/10.1002/sce.21299
Autor:
Tiffany-Rose Sikorski, David Hammer
Publikováno v:
Science Education. 99:424-431
Introduction The National Research Council first offered learning progressions (LPs) as a potentially generative construct for science education in its 2007 report Taking Science to School. The report defined LPs as “descriptions of the successivel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17782d8be8fb63f35d4c71e07c5cae94
https://doi.org/10.1002/sce.21165
https://doi.org/10.1002/sce.21165
Publikováno v:
2017 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c03e4618a84624e8fdd6c866de9a3340
https://doi.org/10.1119/perc.2017.pr.087
https://doi.org/10.1119/perc.2017.pr.087
Publikováno v:
Advances in STEM Education ISBN: 9783319974743
This chapter is about the design and study of a pre-service teacher field experience that takes place at the Smithsonian National Museum of Natural History’s immersive space Q?rius (“curious”). Q?rius features more than 6000 specimens including
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0edec1d07b1e266e440d02d48376304d
https://doi.org/10.1007/978-3-319-97475-0_10
https://doi.org/10.1007/978-3-319-97475-0_10
Publikováno v:
AIP Conference Proceedings.
We present a qualitative analysis of a group of students working through a task designed to build connections between biology, chemistry, and physics. During the discussion, members of the group explicitly index some of the ideas being presented as c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::22562b96956fc47defee6def7f1d9747
https://doi.org/10.1063/1.4789728
https://doi.org/10.1063/1.4789728