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Assessing task‐orientation potential in primary science textbooks: Toward a new approach

Journal of research in science teaching, 2020-04, Vol.57 (4), p.481-509

Andersen, Katja N.

2020

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The trajectory of computer science education policy in Ireland: A document analysis narrative

European journal of education, 2022-09, Vol.57 (3), p.512-529

2022

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Fostering expansive and connective sensemaking with preservice secondary science teachers

Journal of research in science teaching, 2024-05, Vol.61 (5), p.1093-1133

2024

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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation

Journal of research in science teaching, 2022-10, Vol.59 (8), p.1388-1415

Chowning, Jeanne T.

2022

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Preparing preservice teachers to teach science to english learners: A review

Journal of research in science teaching, 2021-05, Vol.58 (5), p.625-660

2021

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A call for a new geoscience education research agenda

Journal of research in science teaching, 2010-02, Vol.47 (2), p.121-129

2010

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Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?

Journal of research in science teaching, 2018-01, Vol.55 (1), p.44-67

2018

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Epistemologies in practice: Making scientific practices meaningful for students

Journal of research in science teaching, 2016-09, Vol.53 (7), p.1082-1112

2016

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Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform

Journal of research in science teaching, 2011-08, Vol.48 (6), p.624-647

2011

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Trends of Mobile Learning in Computing Education from 2006 to 2014: A Systematic Review of Research Publications

International journal of mobile and blended learning, 2017-01, Vol.9 (1), p.16-33

2017

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Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Journal of research in science teaching, 2010-08, Vol.47 (6), p.716-741

2010

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A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

International journal of web-based learning and teaching technologies, 2019-07, Vol.14 (3), p.39-54

2019

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Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation

Journal of research in science teaching, 2023-08, Vol.60 (6), p.1292-1328

2023

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Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan : The role of epistemic beliefs about science in scientific literacy

Journal of research in science teaching, 2019-12, Vol.56 (10), p.1309-1340

2019

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Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study

Journal of research in science teaching, 2018-02, Vol.55 (2), p.271-298

2018

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Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Journal of research in science teaching, 2018-05, Vol.55 (5), p.712-748

2018

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Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum

Journal of research in science teaching, 2023-12, Vol.60 (10), p.2216-2254

2023

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Applying machine learning to automatically assess scientific models

Journal of research in science teaching, 2022-12, Vol.59 (10), p.1765-1794

2022

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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1389-1426

2024

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Examining student environmental science agency across school science contexts

Journal of research in science teaching, 2021-08, Vol.58 (6), p.906-934

2021

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Designing a framework for teachers' integration of computational thinking into elementary science

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1326-1361

2024

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Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Journal of research in science teaching, 2018-10, Vol.55 (8), p.1111-1133

2018

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Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Journal of autism and developmental disorders, 2022-08, Vol.52 (8), p.3574-3585

2022

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Teaching Health Justice and Reimagining Narratives of Place through Community-Driven Science Practices

Journal of research in science teaching, 2023-10, Vol.60 (8), p.1817-1852

Visintainer, Tammie

2023

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“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

Journal of research in science teaching, 2023-08, Vol.60 (6), p.1195-1222

2023

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Assessing task‐orientation potential in primary science textbooks: Toward a new approach

The trajectory of computer science education policy in Ireland: A document analysis narrative

Fostering expansive and connective sensemaking with preservice secondary science teachers

Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation

Preparing preservice teachers to teach science to english learners: A review

A call for a new geoscience education research agenda

Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?

Epistemologies in practice: Making scientific practices meaningful for students

Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform

Trends of Mobile Learning in Computing Education from 2006 to 2014: A Systematic Review of Research Publications

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan : The role of epistemic beliefs about science in scientific literacy

Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum

Applying machine learning to automatically assess scientific models

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Examining student environmental science agency across school science contexts

Designing a framework for teachers' integration of computational thinking into elementary science

Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Teaching Health Justice and Reimagining Narratives of Place through Community-Driven Science Practices

“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

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