Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom-Reference-Cited by-同舟云学术

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Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom

Published:2022-04-18 Issue:4 Volume:106 Page:797-829
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Science Education

Author:

Oh Phil Seok¹^ORCID,Ha Heesoo²^ORCID,Yoo Yeon Joon³

Affiliation:

1. Department of Science Education Gyeongin National University of Education Anyang Gyeonggi‐do Republic of Korea

2. Center for Educational Research Seoul National University Seoul Republic of Korea

3. Imjin Elementary School Paju Gyeonggi‐do Republic of Korea

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21724

Reference52 articles.

1. Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

2. Epistemologies in practice: Making scientific practices meaningful for students

3. Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

4. Epistemic Frames as an Analytical Framework for Understanding the Representation of Scientific Activity in a Modeling-Based Learning Unit

5. A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction

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