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A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

Science education (Salem, Mass.), 2023-07, Vol.107 (4), p.853-883

2023

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The effects of augmented virtual science laboratories on middle school students' understanding of gas properties

Computers and education, 2015-07, Vol.85, p.59-73

2015

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Exploring factors that impact physical science doctoral student role identities through a multiple case study approach

Science education (Salem, Mass.), 2022-11, Vol.106 (6), p.1501-1534

2022

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Opening the Machine Learning Black Box for Multidisciplinary Students: Scaffolding from GUI to Coding

2023 IEEE Frontiers in Education Conference (FIE), 2023, p.1-5

2023

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Professional Development and Teacher Change: The Missing Leadership Link

Journal of science teacher education, 2015-03, Vol.26 (2), p.121-137

2015

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Examining technology-supported teacher responding and students’ written mathematical explanations

Journal of mathematics teacher education, 2023-12, Vol.26 (6), p.785-807

2023

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Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

Journal of research in science teaching, 2022-08, Vol.59 (6), p.1035-1064

2022

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Special education teachers' nature of science instructional experiences

Journal of research in science teaching, 2016-04, Vol.53 (4), p.554-578

2016

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Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data

Journal of science education and technology, 2024-02, Vol.33 (1), p.143-155

2024

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Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation

Instructional science, 2022-04, Vol.50 (2), p.199-221

2022

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An Examination of Elementary Classroom Dialogue: Implicit and Explicit Use of the NGSS Crosscutting Concepts in an Integrated STEM Unit

Journal of science teacher education, 2022-05, Vol.33 (4), p.435-457

2022

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Teaching and Assessing Knowledge Integration in Science

Science (American Association for the Advancement of Science), 2006-08, Vol.313 (5790), p.1049-1050

2006

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Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

Journal of science education and technology, 2016-02, Vol.25 (1), p.16-33

2016

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Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff

Journal of science education and technology, 2021-10, Vol.30 (5), p.678-691

2021

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Exploring experienced designers' strategies in a CAD learning environment

Computer applications in engineering education, 2022-01, Vol.30 (1), p.42-63, Article cae.22441

2022

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Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

Journal of pre-college engineering education research, 2021-12, Vol.11 (2)

2021

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Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit

Journal of science education and technology, 2014-02, Vol.23 (1), p.37-58

2014

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Investigating the role of a district science coordinator

Journal of research in science teaching, 2017-09, Vol.54 (7), p.914-936

2017

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Evidence for effective uses of dynamic visualisations in science curriculum materials

Studies in science education, 2015-01, Vol.51 (1), p.49-85

2015

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Analyzing Students' Design Solutions in an NGSS-Aligned Earth Sciences Curriculum

Artificial Intelligence in Education, 2019, Vol.11625, p.532-543

2019

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Association of decision support for hospital discharge disposition with outcomes

The American journal of managed care, 2019-06, Vol.25 (6), p.288-294

2019

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An Exploratory Study of Teaching Assistants' Motivation for Inquiry-Based Teaching in an Undergraduate Laboratory Context

Chemistry Education Research and Practice, 2019, Vol.20 (1), p.53-67

2019

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Instructional support and implementation structure during elementary teachers' science education simulation use

International journal of science education, 2016-07, Vol.38 (11), p.1800-1824

2016

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Elementary Teacher Adaptations to Engineering Curricula to Leverage Student and Community Resources

Journal of pre-college engineering education research, 2021, Vol.11 (1), p.70

2021

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WISEngineering: Supporting precollege engineering design and mathematical understanding

Computers and education, 2013-09, Vol.67, p.142-155

2013

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A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

The effects of augmented virtual science laboratories on middle school students' understanding of gas properties

Exploring factors that impact physical science doctoral student role identities through a multiple case study approach

Opening the Machine Learning Black Box for Multidisciplinary Students: Scaffolding from GUI to Coding

Professional Development and Teacher Change: The Missing Leadership Link

Examining technology-supported teacher responding and students’ written mathematical explanations

Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

Special education teachers' nature of science instructional experiences

Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data

Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation

An Examination of Elementary Classroom Dialogue: Implicit and Explicit Use of the NGSS Crosscutting Concepts in an Integrated STEM Unit

Teaching and Assessing Knowledge Integration in Science

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff

Exploring experienced designers' strategies in a CAD learning environment

Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit

Investigating the role of a district science coordinator

Evidence for effective uses of dynamic visualisations in science curriculum materials

Analyzing Students' Design Solutions in an NGSS-Aligned Earth Sciences Curriculum

Association of decision support for hospital discharge disposition with outcomes

An Exploratory Study of Teaching Assistants' Motivation for Inquiry-Based Teaching in an Undergraduate Laboratory Context

Instructional support and implementation structure during elementary teachers' science education simulation use

Elementary Teacher Adaptations to Engineering Curricula to Leverage Student and Community Resources

WISEngineering: Supporting precollege engineering design and mathematical understanding

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