How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning-Reference-Cited by-同舟云学术

How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

Published:2023-03-03 Issue:8 Volume:34 Page:861-882
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Penuel William R.¹^ORCID,Allen Anna-Ruth¹,Deverel-Rico Clarissa¹,Singleton Corinne¹,Pazera Carol²

Affiliation:

1. Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado, USA

2. Charles A. Dana Center, University of Texas Austin, Dallas, Texas, USA

Funder

Bill and Melinda Gates Foundation, Carnegie Corporation of New York, Charles and Lynn Schusterman Family Foundation, William and Flora Hewlett Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2023.2167508

Reference50 articles.

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

2. Equity for Black Americans in precollege science

3. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications: Full report. BSCS Science Learning.

4. A Grand Rubric for Measuring Science Teachers’ Pedagogical Content Knowledge

5. Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency

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