Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts-Reference-Cited by-同舟云学术

Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts

Published:2023-06-22 Issue:2 Volume:35 Page:153-175
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Arias Anna Maria¹^ORCID,Callahan Brendan E.²^ORCID,Dias Michael²^ORCID,Kuhel Karen³^ORCID

Affiliation:

1. Department of Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, Georgia, USA

2. Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, Georgia, USA

3. Department of Inclusive Education, Kennesaw State University, Kennesaw, Georgia, USA

Funder

Georgia Department of Education

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2023.2208936

Reference56 articles.

1. Teaching About Energy

2. Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

3. Teaching nature of science explicitly in a first-grade internship setting

4. Bang, M., Brown, B. A., Calabrese Barton, A., Rosebery, A. S., & Warren, B. (2017). Toward more equitable learning in science. In C. V. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 33–58). NSTA Press.

5. Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37–56). Routledge.

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