Using educative learning progression to support novice science teachers’ lesson plan critiques-Reference-Cited by-同舟云学术

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Using educative learning progression to support novice science teachers’ lesson plan critiques

Published:2023-12-10 Issue: Volume: Page:1-30
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Zhai Xiaoming¹²^ORCID,Yin Yue³

Affiliation:

1. Department of Mathematics, Science, and Social Studies Education, University of Georgia, Athens, GA, USA

2. AI4STEM Education Center, University of Georgia, Athens, GA, USA

3. Department of Educational Psychology, University of Illinois Chicago, Chicago, IL, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2023.2285259

Reference76 articles.

1. Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”

2. Beyond empirical adequacy: Learning progressions as models and their value for teachers;Alonzo A. C.;Cognition and Instruction,2019

3. Developing and assessing a force and motion learning progression

4. Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

5. A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts;Berland L. K.;Science Education,2010

Cited by 1 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. Designing Lesson Plans with New Content Knowledge: The Intersection of Content Knowledge and Pedagogical Content Knowledge;Journal of Science Teacher Education;2024-05-21

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