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Designing Educative Curriculum Materials to Promote Teacher Learning

Educational researcher, 2005-04, Vol.34 (3), p.3-14

2005

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The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

Science education (Salem, Mass.), 2010-01, Vol.94 (1), p.73-94

2010

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Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Journal of research in science teaching, 2001-09, Vol.38 (7), p.821-842

2001

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Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

Journal of research in science teaching, 2004-12, Vol.41 (10), p.1063-1080

2004

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Commentary—Applying Machine Learning in Science Assessment: Opportunity and Challenges

Journal of science education and technology, 2021-04, Vol.30 (2), p.313-318

Krajcik, Joseph S.

2021

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Promoting deep learning through project-based learning: a design problem

Disciplinary and Interdisciplinary Science Education Research, 2019-11, Vol.1 (1), p.1-10, Article 7

2019

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Developing a hypothetical multi-dimensional learning progression for the nature of matter

Journal of research in science teaching, 2010-08, Vol.47 (6), p.687-715

2010

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Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum

Journal of research in science teaching, 2004-09, Vol.41 (7), p.669-692

2004

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Handbook of Research on Science Learning Progressions

1, 2024

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Supporting Students in Developing Literacy in Science

Science (American Association for the Advancement of Science), 2010-04, Vol.328 (5977), p.456-459

2010

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Supporting Student System Modelling Practice Through Curriculum and Technology Design

Journal of science education and technology, 2022-04, Vol.31 (2), p.217-231

2022

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Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning

Educational measurement, issues and practice, 2019-06, Vol.38 (2), p.53-67

2019

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Challenge faculty to transform STEM learning

Science (American Association for the Advancement of Science), 2015-10, Vol.350 (6258), p.281-282

2015

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Correction to: Supporting Student System Modelling Practice Through Curriculum and Technology Design

Journal of science education and technology, 2022-04, Vol.31 (2), p.232-232

2022

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Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science

Journal of research in science teaching, 2008-01, Vol.45 (1), p.79-100

2008

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An analysis of the supports and constraints for scientific discussion in high school project-based science

Science education (Salem, Mass.), 2010-05, Vol.94 (3), p.395-427

2010

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Let's talk evidence – The case for combining inquiry-based and direct instruction

Educational research review, 2023-05, Vol.39, p.100536, Article 100536

2023

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Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

Journal of research in science teaching, 2008-10, Vol.45 (8), p.922-939

2008

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Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial

Journal of research in science teaching, 2015-12, Vol.52 (10), p.1362-1385

2015

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Shifting the Balance: Engaging Students in Using a Modeling Tool to Learn about Ocean Acidification

Eurasia journal of mathematics, science and technology education, 2019, Vol.15 (1)

2019

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Korean Secondary Students' Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire

International journal of science education, 2015-07, Vol.37 (11), p.1739-1766

2015

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The Impact of Using Coherent Curriculum on Students’ Understanding of Core Ideas in Chemistry

International journal of science and mathematics education, 2019-02, Vol.17 (2), p.295-315

2019

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WHY DO FISHERMEN NEED FORESTS?: Developing a Project-Based Learning Unit With an Engaging Driving Question

Science scope (Washington, D.C.), 2018-02, Vol.41 (6), p.64-72

2018

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Teaching and learning of energy in K-12 education

2014, 2014

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Concurrent enrollment in lecture and laboratory enhances student performance and retention

Journal of research in science teaching, 2012-05, Vol.49 (5), p.659-682

2012

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Designing Educative Curriculum Materials to Promote Teacher Learning

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

Commentary—Applying Machine Learning in Science Assessment: Opportunity and Challenges

Promoting deep learning through project-based learning: a design problem

Developing a hypothetical multi-dimensional learning progression for the nature of matter

Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum

Handbook of Research on Science Learning Progressions

Supporting Students in Developing Literacy in Science

Supporting Student System Modelling Practice Through Curriculum and Technology Design

Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning

Challenge faculty to transform STEM learning

Correction to: Supporting Student System Modelling Practice Through Curriculum and Technology Design

Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science

An analysis of the supports and constraints for scientific discussion in high school project-based science

Let's talk evidence – The case for combining inquiry-based and direct instruction

Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial

Shifting the Balance: Engaging Students in Using a Modeling Tool to Learn about Ocean Acidification

Korean Secondary Students' Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire

The Impact of Using Coherent Curriculum on Students’ Understanding of Core Ideas in Chemistry

WHY DO FISHERMEN NEED FORESTS?: Developing a Project-Based Learning Unit With an Engaging Driving Question

Teaching and learning of energy in K-12 education

Concurrent enrollment in lecture and laboratory enhances student performance and retention

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