Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere-Reference-Cited by-同舟云学术

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

Published:2018-10-10 Issue:5 Volume:56 Page:570-597
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Baumfalk Ben¹,Bhattacharya Devarati²,Vo Tina³,Forbes Cory²^ORCID,Zangori Laura⁴^ORCID,Schwarz Christina⁵

Affiliation:

1. Buffett Early Childhood Institute University of Nebraska Omaha Nebraska

2. School of Natural Resources University of Nebraska‐Lincoln Lincoln NE

3. Department of Teaching and Learning University of Nevada‐Las Vegas

4. Department of Teaching and Learning University of Missouri‐Columbia Columbia Missouri

5. Department of Teacher Education Michigan State University East Lansing Michigan

Funder

Division of Research on Learning in Formal and Informal Settings

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21514

Reference45 articles.

1. Reflections on a fifth‐grade life science lesson: making sense of children's understanding of scientific models

2. Modeling as a teaching learning process for understanding materials: A case study in primary education

3. Relationships Between Elementary Teachers’ Conceptions of Scientific Modeling and the Nature of Science

4. Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

5. Children's views concerning phase changes

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1. “I Thought That They Were Very Cut and Dry”: Preservice Elementary Science Teachers Learning About and Learning with Models and Modeling;Journal of Science Teacher Education;2024-07-22

2. Modelling Competence in Teacher Education: Comparing Meta-modelling Knowledge, Modelling Practices and Modelling Products Between Pre-service and In-service Teachers;Research in Science Education;2024-07-05

3. Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses: validity evidence for score interpretation and uses;International Journal of Science Education;2024-03-25

4. Teachers’ use and adaptation of a model-based climate curriculum: a three-year longitudinal study;Journal of Geoscience Education;2024-01-17

5. The effect of the ADI model with STEM approach and formative assessment (ADI-STEM-FA) for increasing students’ concept acquisition on heat material;AIP Conference Proceedings;2024

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