Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11251-022-09615-3.pdf
Reference81 articles.
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3. Akomaning, E. (2019). Improving student internship through collaborative curriculum design: needs and context analysis to inform the design process. In J. Pieters, J. Voogt, & N. Pareja-Roblin (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 105–114). Springer Nature.
4. Baek, J. S., Kim, S., Pahk, Y., & Manzini, E. (2018). A sociotechnical framework for the design of collaborative services. Design Studies, 55, 54–78.
5. Bakx, A. W. E. A., Bakker, A., Koopman, M., & Beijaard, D. (2016). Boundary crossing by science teacher researchers in a PhD program. Teaching and Teacher Education, 60, 76–87.
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