Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence-Reference-Cited by-同舟云学术

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Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence

Published:2018-08-29 Issue:7 Volume:55 Page:907-937
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Duncan Ravit Golan¹^ORCID,Chinn Clark A.²,Barzilai Sarit³

Affiliation:

1. Department of Learning and Teaching, Graduate School of Education; Rutgers University; New Brunswick New Jersey

2. Department of Educational Psychology, Graduate School of Education; Rutgers University; New Brunswick New Jersey

3. Department of Learning, Instruction, and Teacher Education, Faculty of Education; University of Haifa; Haifa Israel

Publisher

Wiley

Subject

Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/tea.21468/fullpdf

Reference94 articles.

1. Criteria of excellence for geological inquiry: The necessity of ambiguity;Ault;Journal of Research in Science Teaching,1998

2. Middle-school science students’ scientific modelling performances across content areas and within a learning progression;Bamberger;International Journal of Science Education,2013

3. On the goals of epistemic education: Promoting apt epistemic performance;Barzilai;Journal of the Learning Sciences.

4. Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition;Barzilai;Metacognition and Learning,2017

5. A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts;Berland;Science Education,2010

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