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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

Journal of research in science teaching, 2009-08, Vol.46 (6), p.632-654

2009

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Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Journal of research in science teaching, 2021-03, Vol.58 (3), p.335-365

2021

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Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning

The Journal of the learning sciences, 2019-03, Vol.28 (2), p.160-205

2019

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Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching

Science education (Salem, Mass.), 2007, Vol.91 (1), p.158-186

2007

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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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Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

Journal of research in science teaching, 2022-08, Vol.59 (6), p.1086-1096

2022

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“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Journal of teacher education, 2020-01, Vol.71 (1), p.63-79

2020

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Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction

Journal of research in science teaching, 2015-09, Vol.52 (7), p.895-921

2015

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Using Sense-Making Moments to Understand How Elementary Teachers' Interactions Expand, Maintain, or Shut Down Sense-making in Science

Cognition and instruction, 2021-04, Vol.39 (2), p.113-148

2021

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Longitudinal investigation of primary inservice teachers' modelling the hydrological phenomena

International journal of science education, 2019-12, Vol.41 (18), p.2788-2807

2019

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Helping elementary preservice teachers learn to use curriculum materials for effective science teaching

Science education (Salem, Mass.), 2008-03, Vol.92 (2), p.345-377

2008

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Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling

Cognition and instruction, 2005-06, Vol.23 (2), p.165-205

2005

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Undergraduate Chemistry and Biology Students’ Use of Causal Mechanistic Reasoning to Explain and Predict Preferential Protein–Ligand Binding Activity

Journal of chemical education, 2023-05, Vol.100 (5), p.1716-1727

2023

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Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

International journal of science education, 2017-07, Vol.39 (11), p.1421-1442

2017

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A Deep Look into Designing a Task and Coding Scheme through the Lens of Causal Mechanistic Reasoning

Journal of chemical education, 2022-02, Vol.99 (2), p.874-885

2022

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Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling

Science & education, 2015-10, Vol.24 (7-8), p.957-981

2015

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Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary teachers' conceptions and practices

International journal of science education, 2015-10, Vol.37 (15), p.2411-2432

2015

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The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

Journal of science education and technology, 2015-04, Vol.24 (2/3), p.216-233

2015

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Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

CBE life sciences education, 2017-12, Vol.16 (4), p.ar68

2017

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Principled reasoning about problems of practice

Science education (Salem, Mass.), 2009-07, Vol.93 (4), p.678-686

2009

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Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Journal of science teacher education, 2007-04, Vol.18 (2), p.243-269

2007

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Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science

International journal of educational research, 2018, Vol.87, p.67-77

2018

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Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses

CBE life sciences education, 2024-09, Vol.23 (3), p.ar38

2024

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Computational Thinking, Mathematics, and Science: Elementary Teachers' Perspectives on Integration

Journal of technology and teacher education, 2019-04, Vol.27 (2), p.165

2019

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Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling

Towards a Competence-Based View on Models and Modeling in Science Education, p.181-199

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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning

Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching

Epistemologies in practice: Making scientific practices meaningful for students

Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction

Using Sense-Making Moments to Understand How Elementary Teachers' Interactions Expand, Maintain, or Shut Down Sense-making in Science

Longitudinal investigation of primary inservice teachers' modelling the hydrological phenomena

Helping elementary preservice teachers learn to use curriculum materials for effective science teaching

Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling

Undergraduate Chemistry and Biology Students’ Use of Causal Mechanistic Reasoning to Explain and Predict Preferential Protein–Ligand Binding Activity

Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

A Deep Look into Designing a Task and Coding Scheme through the Lens of Causal Mechanistic Reasoning

Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling

Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary teachers' conceptions and practices

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

Principled reasoning about problems of practice

Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science

Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses

Computational Thinking, Mathematics, and Science: Elementary Teachers' Perspectives on Integration

Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling

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