Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit-Reference-Cited by-同舟云学术

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Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit

Published:2022-01-18 Issue:2 Volume:106 Page:312-334
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Science Education

Author:

Gray Ron¹^ORCID,Rogan‐Klyve Allyson²,Canipe Martha M.³^ORCID

Affiliation:

1. Department of STEM Education Northern Arizona University Flagstaff Arizona USA

2. Department of Science Education Central Washington University Ellensburg Washington USA

3. Department of Teaching and Learning Northern Arizona University Flagstaff Arizona USA

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21701

Reference66 articles.

1. When scientific models represent

2. Making sense of argumentation and explanation

3. Supporting the Scientific Practices through Epistemologically Responsive Science Teaching

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

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1. Computational models as tools for supporting responsive teaching;Behaviour & Information Technology;2024-07-30

2. Instructors use of high leverage practices and tools in environmental service-learning courses;Cogent Education;2024-07-20

3. Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling;Science Education;2023-11-15

4. Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory;Science Education;2022-08-26

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