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Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices

Science education (Salem, Mass.), 2022-03, Vol.106 (2), p.364-384

2022

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Reconceptualizing STEM Education: The Central Role of Practices

1, 2016

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The Resources of Instructional Contexts: Examples From New Elementary Science Teachers

Journal of education (Boston, Mass.), 2024-04, Vol.204 (2), p.276-289

2024

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Modeling, Reading, and Talking, Oh My!: Using Multiple Modes to Promote Sensemaking and Scientific Literacy in the Early Elementary Grades

Science and children, 2022, Vol.59 (6), p.27

2022

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Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers’Knowledge Development in a Practice-Based Teacher Education Program and School Contexts

Bismack, Amber S

2019

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Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas

Reconceptualizing STEM Education, 2016, p.1-32

1, 2016

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Response 2: "Where Is the Line?"

Reconceptualizing Stem Education, 2016, p.131-145

1, 2016

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Response 1: Views from Above and Below: Access to Science Education

Reconceptualizing Stem Education, 2016, p.232-236

1, 2016

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Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation

Reconceptualizing Stem Education, 2016, p.289-299

1, 2016

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Response 1: Quantitative Reasoning in STEM Disciplines

Reconceptualizing Stem Education, 2016, p.181-188

1, 2016

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Response 1: School-System Contexts for Professional Development

Reconceptualizing Stem Education, 2016, p.282-288

1, 2016

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Response 1: Systems Thinking as a Design Problem

Reconceptualizing Stem Education, 2016, p.68-80

1, 2016

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Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

Reconceptualizing Stem Education, 2016, p.253-270

1, 2016

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Response 2: The Values of Science Literacy

Reconceptualizing Stem Education, 2016, p.237-250

1, 2016

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New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World

Reconceptualizing Stem Education, 2016, p.271-281

1, 2016

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Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems

Reconceptualizing Stem Education, 2016, p.81-98

1, 2016

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Defining a Knowledge Base for Reasoning in Science: The Role of Procedural and Epistemic Knowledge

Reconceptualizing Stem Education, 2016, p.215-231

1, 2016

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Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability

Reconceptualizing Stem Education, 2016, p.189-202

1, 2016

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Thinking about a System and Systems thinking in Engineering

Reconceptualizing Stem Education, 2016, p.35-48

1, 2016

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Diagnostic Instruction: Toward an Integrated System for Classroom Assessment

Reconceptualizing Stem Education, 2016, p.49-67

1, 2016

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Response 1: Model-Based Reasoning in Professional Development

Reconceptualizing Stem Education, 2016, p.125-130

1, 2016

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Reflections on the Waterbury Summit: Steam and Systems Thinking

Reconceptualizing Stem Education, 2016, p.303-306

1, 2016

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Quantitative Reasoning in Mathematics Education: Directions in Research and Practice

Reconceptualizing Stem Education, 2016, p.149-166

1, 2016

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Modeling Authentic Stem Research: A Systems Thinking Perspective 1

Reconceptualizing Stem Education, 2016, p.101-114

1, 2016

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Meeting the Standards for Stem Educations: Individual and National Needs

Reconceptualizing Stem Education, 2016, p.115-124

1, 2016

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Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices

Reconceptualizing STEM Education: The Central Role of Practices

The Resources of Instructional Contexts: Examples From New Elementary Science Teachers

Modeling, Reading, and Talking, Oh My!: Using Multiple Modes to Promote Sensemaking and Scientific Literacy in the Early Elementary Grades

Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers’Knowledge Development in a Practice-Based Teacher Education Program and School Contexts

Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas

Response 2: "Where Is the Line?"

Response 1: Views from Above and Below: Access to Science Education

Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation

Response 1: Quantitative Reasoning in STEM Disciplines

Response 1: School-System Contexts for Professional Development

Response 1: Systems Thinking as a Design Problem

Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

Response 2: The Values of Science Literacy

New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World

Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems

Defining a Knowledge Base for Reasoning in Science: The Role of Procedural and Epistemic Knowledge

Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability

Thinking about a System and Systems thinking in Engineering

Diagnostic Instruction: Toward an Integrated System for Classroom Assessment

Response 1: Model-Based Reasoning in Professional Development

Reflections on the Waterbury Summit: Steam and Systems Thinking

Quantitative Reasoning in Mathematics Education: Directions in Research and Practice

Modeling Authentic Stem Research: A Systems Thinking Perspective 1

Meeting the Standards for Stem Educations: Individual and National Needs

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