Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices-Reference-Cited by-同舟云学术

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Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices

Published:2022-11-18 Issue: Volume: Page:1-25
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Pierson Ashlyn E.¹^ORCID,Keifert D. Teo²^ORCID,Lee Sarah J.³^ORCID,Henrie Andrea³^ORCID,Johnson Heather J.³^ORCID,Enyedy Noel³^ORCID

Affiliation:

1. Department of Teaching and Learning, The Ohio State University, Columbus, Ohio, USA

2. Department of Educational Psychology, University of North Texas, Denton, Texas, USA

3. Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, USA

Funder

James S. McDonnell Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2022.2143612

Reference116 articles.

1. Learning by Construction of Multiple Representations

2. Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures

3. Nature-culture constructs in science learning: Human/non-human agency and intentionality

Cited by 6 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. “I Thought That They Were Very Cut and Dry”: Preservice Elementary Science Teachers Learning About and Learning with Models and Modeling;Journal of Science Teacher Education;2024-07-22

2. Designing to support equity-as-transformation perspectives for multilingual science learners;Instructional Science;2024-07-18

3. Ideological sensemaking in an elementary science professional development community;Journal of the Learning Sciences;2023-10-20

4. Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions;Journal of Research in Science Teaching;2023-10-10

5. Operationalizing the Access–Voice–Choice Framework for Equitably and Justly Teaching the Language for School Literacy;The Reading Teacher;2023-09

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