How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies-Reference-Cited by-同舟云学术

How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies

Published:2023-06-23 Issue: Volume: Page:
ISSN:
Container-title:Proceedings of the 2023 Symposium on Learning, Design and Technology
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Author:

Swanson Hillary¹^ORCID,Lawrence LuEttaMae¹^ORCID,Arnell Jared¹^ORCID,Dawkins AlLisia¹^ORCID,Jones Bonni¹^ORCID,Sherin Bruce²^ORCID,Wilensky Uri²^ORCID

Affiliation:

1. Utah State University, USA

2. Northwestern University, USA

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3594781.3594800

Reference45 articles.

1. ‘Grasp of Practice’ as a Reasoning Resource for Inquiry and Nature of Science Understanding

2. Osborne , J. ( 2016 ). Defining a knowledge base for reasoning in science: the role of procedural and epistemic knowledge . In R. A. Duschl & A . S. Bismack (Eds.) Reconceptualizing STEM education: The central role of practices. New York : Routledge . Osborne, J. (2016). Defining a knowledge base for reasoning in science: the role of procedural and epistemic knowledge. In R. A. Duschl & A. S. Bismack (Eds.) Reconceptualizing STEM education: The central role of practices. New York: Routledge.

3. NGSS Lead States ( 2013 ) Next generation science standards: for states, by states . The National Academies Press , Washington , DC NGSS Lead States (2013) Next generation science standards: for states, by states. The National Academies Press, Washington, DC

4. Defining Computational Thinking for Mathematics and Science Classrooms

5. A two-way street to science's future

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