Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Vesal Dini"'
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-32 (2023)
Abstract Background Learning assistants (LAs) increase accessibility to instructor–student interactions in large STEM lecture classes. In this research, we used the Formative Assessment Enactment Model developed for K-12 science teachers to charact
Externí odkaz:
https://doaj.org/article/ca0b4b4d349a4516af61a9ca4a0f0a2a
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 023106 (2021)
We analyzed student engagement in physics during a summer course for incoming first-year students, part of a cohort-based learning community designed for students from underrepresented groups in the School of Engineering of a predominantly white inst
Externí odkaz:
https://doaj.org/article/cf855a903b494eaaae36540d2d2a8e0e
Autor:
Vesal Dini, David Hammer
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 1, p 010124 (2017)
Research on student epistemologies in introductory courses has highlighted the importance of understanding physics as “a refinement of everyday thinking” [A. Einstein, J. Franklin Inst. 221, 349 (1936)JFINAB0016-003210.1016/S0016-0032(36)91047-5]
Externí odkaz:
https://doaj.org/article/9e8b7295ef264eabab2a710423d2fc7e
Publikováno v:
Journal of Research in Science Teaching. 59:223-251
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::462c7b96253d82efecf9b625a92643c2
https://doi.org/10.1002/tea.21726
https://doi.org/10.1002/tea.21726
Publikováno v:
Journal of Science Teacher Education. 31:515-536
Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-ba...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df0dfbfe3aca1bbc8362d2f1d8876a8f
https://doi.org/10.1080/1046560x.2020.1727622
https://doi.org/10.1080/1046560x.2020.1727622
Publikováno v:
Science Education. 104:290-325
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cfbae8766a93a81a1c93bec019e1b1ef
https://doi.org/10.1002/sce.21559
https://doi.org/10.1002/sce.21559
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 023106 (2021)
We analyzed student engagement in physics during a summer course for incoming first-year students, part of a cohort-based learning community designed for students from underrepresented groups in the School of Engineering of a predominantly white inst
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::15cc7d02cea2373bda38076640ed6dc2
https://doi.org/10.1103/physrevphyseducres.17.023106
https://doi.org/10.1103/physrevphyseducres.17.023106
Publikováno v:
Research in Science Education. 51:439-467
We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. We analyze a shift from teachers following instructions to doing science themselves, and we characterize it at two levels: first, in how teachers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6e816a22e0e1052a824ffe6b6f89ec3
https://doi.org/10.1007/s11165-018-9802-z
https://doi.org/10.1007/s11165-018-9802-z
Publikováno v:
Science Education. 103:338-361
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fd89f19009bf61c864366209431fb7e
https://doi.org/10.1002/sce.21489
https://doi.org/10.1002/sce.21489
Publikováno v:
Science Education. 102:668-692
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::833001ba03a080f9d727365159f6b9aa
https://doi.org/10.1002/sce.21340
https://doi.org/10.1002/sce.21340