Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning-Reference-Cited by-同舟云学术

Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

Published:2018-04-23 Issue:7 Volume:55 Page:962-981
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Osborne Jonathan¹^ORCID,Rafanelli Stephanie¹^ORCID,Kind Per²

Affiliation:

1. Graduate School of Education; Stanford University, 485 Lasuen Mall; Stanford CA 94305-3096 United States

2. School of Education; University of Durham, Leazes Road; Durham DH1 1TA United Kingdom

Publisher

Wiley

Subject

Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/tea.21460/fullpdf

Reference61 articles.

1. Examining the sources for our understandings about science: Enduring conflations and critical issues in research on nature of science in science education;Abd-El-Khalick;International Journal of Science Education,2012

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