Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry-Reference-Cited by-同舟云学术

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Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Published:2010-02-28 Issue:1 Volume:21 Page:31-55
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Dolan Erin¹,Grady Julia²

Affiliation:

1. Department of Biochemistry, Fralin Life Science InstituteVirginia Polytechnic Institute and State University24061BlacksburgVAUSA

2. Department of Educational Leadership, Curriculum, and Special EducationArkansas State UniversityP.O. Box 145072467State UniversityARUSA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1007/s10972-009-9154-7

Reference68 articles.

1. Reforming Science Teaching: What Research Says About Inquiry

2. No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers

Cited by 28 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Exploring undergraduate students’ scientific reasoning in the force and motion concept;Cogent Education;2024-07-02

2. Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research;Instructional Science;2023-07-13

3. A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking;Science & Education;2023-04-26

4. An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology;Journal of Microbiology & Biology Education;2021-12-15

5. Evaluating scientific reasoning ability: Student performance and the interaction effects between grade level, gender, and academic achievement level;Thinking Skills and Creativity;2021-09

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