Threshold practices as a key in supporting students’ epistemic agency in the science classroom-Reference-Cited by-同舟云学术

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Threshold practices as a key in supporting students’ epistemic agency in the science classroom

Published:2024-02-08 Issue: Volume: Page:1-19
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Oh Phil Seok¹,Ha Heesoo²^ORCID,Maeng Seungho³

Affiliation:

1. Department of Science Education, Gyeongin National University of Education, Anyang, Republic of Korea

2. Center for Educational Research, Seoul National University, Seoul, Republic of Korea

3. Department of Science Education, Seoul National University of Education, Seoul, Republic of Korea

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2314008

Reference62 articles.

1. Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study

2. Tracking the Footprints Puzzle: The problematic persistence of science-as-process in teaching the nature and culture of science

3. We Be Burnin'!Agency, Identity, and Science Learning

4. Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls

5. Crossing the Threshold: Bringing Biological Variation to the Foreground

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