Developing interpretive power in science teaching
Author:
Affiliation:
1. Chèche Konnen Center; TERC, 2067 Massachusetts Avenue; Cambridge Massachusetts 02140
Funder
Institute of Education Sciences, U.S. Department of Education
Publisher
Wiley
Subject
Education
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1002/tea.21267/fullpdf
Reference71 articles.
1. Design-based research: A decade of progress in education research;Anderson;Educational Researcher,2012
2. The puzzling child: Challenging assumptions about participation and meaning in talking science;Ballenger;Language Arts,2003
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