-
1
-
-
2442609578
-
Inquiry in science education: International perspectives
-
F.Abd El Khalick, S.Boujaoude, R.A.Duschl, N.G.Lederman, R.Mamlok-Naaman, A.Hofstein, … H.-L.Tuan, (2004). Inquiry in science education:International perspectives. Science Education, 88, 397–419. doi:10.1002/sce.10118
-
(2004)
Science Education
, vol.88
, pp. 397-419
-
-
Abd El Khalick, F.1
Boujaoude, S.2
Duschl, R.A.3
Lederman, N.G.4
Mamlok-Naaman, R.5
Hofstein, A.6
Tuan, H.-L.7
-
2
-
-
75749145475
-
Learning from and responding to students’ questions: The authoritative and dialogic tension
-
O.G.Aguiar, E.F.Mortimer, & P.Scott, (2010). Learning from and responding to students’ questions:The authoritative and dialogic tension. Journal of Research in Science Teaching, 47, 174–193. doi:10.1002/tea.20315
-
(2010)
Journal of Research in Science Teaching
, vol.47
, pp. 174-193
-
-
Aguiar, O.G.1
Mortimer, E.F.2
Scott, P.3
-
3
-
-
77649119944
-
Teaching nature of science to K‐2 students: What understandings can they attain?
-
V.Akerson, & L.A.Donnelly, (2010). Teaching nature of science to K‐2 students:What understandings can they attain? International Journal of Science Education, 32, 97–124. doi:10.1080/09500690902717283
-
(2010)
International Journal of Science Education
, vol.32
, pp. 97-124
-
-
Akerson, V.1
Donnelly, L.A.2
-
4
-
-
2442458399
-
Reforming science teaching: What research says about inquiry
-
R.D.Anderson, (2002). Reforming science teaching:What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. doi:10.1023/A:1015171124982
-
(2002)
Journal of Science Teacher Education
, vol.13
, Issue.1
, pp. 1-12
-
-
Anderson, R.D.1
-
5
-
-
77649164971
-
Collaborative inquiry learning: Models, tools, and challenges
-
T.Bell, D.Urhahne, S.Schanze, & R.Ploetzner, (2010). Collaborative inquiry learning:Models, tools, and challenges. International Journal of Science Education, 32, 349–377. doi:10.1080/09500690802582241
-
(2010)
International Journal of Science Education
, vol.32
, pp. 349-377
-
-
Bell, T.1
Urhahne, D.2
Schanze, S.3
Ploetzner, R.4
-
6
-
-
79961172160
-
Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments
-
B.R.Belland, K.D.Glazewski, & J.C.Richardson, (2011). Problem-based learning and argumentation:Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39, 667–694. doi:10.1007/s11251-010-9148-z
-
(2011)
Instructional Science
, vol.39
, pp. 667-694
-
-
Belland, B.R.1
Glazewski, K.D.2
Richardson, J.C.3
-
7
-
-
80053554586
-
Explaining variation in how classroom communities adapt the practice of scientific argumentation
-
L.K.Berland, (2011). Explaining variation in how classroom communities adapt the practice of scientific argumentation. Journal of the Learning Sciences, 20, 625–664. doi:10.1080/10508406.2011.591718
-
(2011)
Journal of the Learning Sciences
, vol.20
, pp. 625-664
-
-
Berland, L.K.1
-
8
-
-
61349084766
-
Making sense of argumentation and explanation
-
L.K.Berland, & B.J.Reiser, (2009). Making sense of argumentation and explanation. Science Education, 93, 26–55. doi:10.1002/sce.20286
-
(2009)
Science Education
, vol.93
, pp. 26-55
-
-
Berland, L.K.1
Reiser, B.J.2
-
9
-
-
77954745758
-
Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction
-
M.R.Blanchard, S.A.Southerland, J.W.Osborne, V.D.Sampson, L.A.Annetta, & E.M.Granger, (2010). Is inquiry possible in light of accountability?:A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94, 577–616. doi:10.1002/sce.20390
-
(2010)
Science Education
, vol.94
, pp. 577-616
-
-
Blanchard, M.R.1
Southerland, S.A.2
Osborne, J.W.3
Sampson, V.D.4
Annetta, L.A.5
Granger, E.M.6
-
10
-
-
78650095815
-
A framework for analyzing scientific reasoning in assessments
-
N.J.S.Brown, S.O.Nagashima, A.Fu, M.Timms, & M.Wilson, (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142–174. doi:10.1080/10627197.2010.530551
-
(2010)
Educational Assessment
, vol.15
, pp. 142-174
-
-
Brown, N.J.S.1
Nagashima, S.O.2
Fu, A.3
Timms, M.4
Wilson, M.5
-
11
-
-
55149119158
-
Student use of scaffolding software: Relationships with motivation and conceptual understanding
-
K.A.Butler, & A.Lumpe, (2008). Student use of scaffolding software:Relationships with motivation and conceptual understanding. Journal of Science Education and Technology, 17, 427–436. doi:10.1007/s10956-008-9111-9
-
(2008)
Journal of Science Education and Technology
, vol.17
, pp. 427-436
-
-
Butler, K.A.1
Lumpe, A.2
-
12
-
-
0141904660
-
Teaching science as inquiry
-
Minstrell J., van Zee E.H., (eds), Washington, DC: American Association for the Advancement of Science
-
R.W.Bybee, (2000). Teaching science as inquiry. In J.Minstrell & E.H.van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 21–46). Washington, DC:American Association for the Advancement of Science.
-
(2000)
Inquiring into inquiry learning and teaching in science
, pp. 21-46
-
-
Bybee, R.W.1
-
13
-
-
77956026136
-
-
Colorado Springs, BSCS:
-
R.W.Bybee, J.A.Taylor, A.Gardner, P.van Scotter, J.C.Powell, A.Westbrook, & N.Landes, (2006). The BSCS 5E instructional model:Origins and effectiveness. Colorado Springs:BSCS. Retrieved from http://bscs.org/sites/default/files/_media/about/downloads/BSCS_5E_Full_Report.pdf
-
(2006)
The BSCS 5E instructional model: Origins and effectiveness
-
-
Bybee, R.W.1
Taylor, J.A.2
Gardner, A.3
van Scotter, P.4
Powell, J.C.5
Westbrook, A.6
Landes, N.7
-
14
-
-
80051745407
-
Argument to foster scientific literacy: A Review of argument interventions in K–12 science contexts
-
A.Cavagnetto, (2010). Argument to foster scientific literacy:A Review of argument interventions in K–12 science contexts. Review of Educational Research, 80, 336–371. doi:10.3102/0034654310376953
-
(2010)
Review of Educational Research
, vol.80
, pp. 336-371
-
-
Cavagnetto, A.1
-
15
-
-
77951135651
-
The nature of elementary student science discourse in the context of the science writing heuristic approach
-
A.Cavagnetto, B.M.Hand, & L.Norton-Meier, (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach. International Journal of Science Education, 32, 427–449. doi:10.1080/09500690802627277
-
(2010)
International Journal of Science Education
, vol.32
, pp. 427-449
-
-
Cavagnetto, A.1
Hand, B.M.2
Norton-Meier, L.3
-
16
-
-
80052266132
-
The development of a competence scale for learning science: Inquiry and communication
-
H.-P.Chang, C.-C.Chen, G.-J.Guo, Y.-J.Cheng, C.-Y.Lin, & T.-H.Jen, (2011). The development of a competence scale for learning science:Inquiry and communication. International Journal of Science and Mathematics Education, 9, 1213–1233. doi:10.1007/s10763-010-9256-x
-
(2011)
International Journal of Science and Mathematics Education
, vol.9
, pp. 1213-1233
-
-
Chang, H.-P.1
Chen, C.-C.2
Guo, G.-J.3
Cheng, Y.-J.4
Lin, C.-Y.5
Jen, T.-H.6
-
17
-
-
0033195925
-
All Other things being equal: Acquisition and transfer of the control of variables strategy
-
Z.Chen, & D.Klahr, (1999). All Other things being equal:Acquisition and transfer of the control of variables strategy. Child Development, 70, 1098–1120. doi:10.1111/1467-8624.00081
-
(1999)
Child Development
, vol.70
, pp. 1098-1120
-
-
Chen, Z.1
Klahr, D.2
-
18
-
-
77956945596
-
Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science
-
C.Chin, & J.Osborne, (2010). Students’ questions and discursive interaction:Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47, 883–908. doi:10.1002/tea.20385
-
(2010)
Journal of Research in Science Teaching
, vol.47
, pp. 883-908
-
-
Chin, C.1
Osborne, J.2
-
19
-
-
70449561550
-
Using concept cartoons in formative assessment: Scaffolding students’ argumentation
-
C.Chin, & L.-Y.Teou, (2009). Using concept cartoons in formative assessment:Scaffolding students’ argumentation. International Journal of Science Education, 31, 1307–1332. doi:10.1080/09500690801953179
-
(2009)
International Journal of Science Education
, vol.31
, pp. 1307-1332
-
-
Chin, C.1
Teou, L.-Y.2
-
20
-
-
67349232279
-
An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment
-
C.-K.Chiou, G.-J.Hwang, & J.C.R.Tseng, (2009). An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment. Computers & Education, 53, 261–272. doi:10.1016/j.compedu.2009.02.006
-
(2009)
Computers & Education
, vol.53
, pp. 261-272
-
-
Chiou, C.-K.1
Hwang, G.-J.2
Tseng, J.C.R.3
-
21
-
-
33947191091
-
Personally‐seeded discussions to scaffold online argumentation
-
D.B.Clark, & V.D.Sampson, (2007). Personally‐seeded discussions to scaffold online argumentation. International Journal of Science Education, 29, 253–277. doi:10.1080/09500690600560944
-
(2007)
International Journal of Science Education
, vol.29
, pp. 253-277
-
-
Clark, D.B.1
Sampson, V.D.2
-
22
-
-
41449097949
-
Assessing dialogic argumentation in online senvironments to relate structure, grounds, and conceptual quality
-
D.B.Clark, & V.Sampson, (2008). Assessing dialogic argumentation in online senvironments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45, 293–321. doi:10.1002/tea.20216
-
(2008)
Journal of Research in Science Teaching
, vol.45
, pp. 293-321
-
-
Clark, D.B.1
Sampson, V.2
-
23
-
-
42149157266
-
Argumentation: A strategy for improving achievement and revealing scientific identities
-
D.Cross, G.Taasoobshirazi, S.Hendricks, & D.T.Hickey, (2008). Argumentation:A strategy for improving achievement and revealing scientific identities. International Journal of Science Education, 30, 837–861. doi:10.1080/09500690701411567
-
(2008)
International Journal of Science Education
, vol.30
, pp. 837-861
-
-
Cross, D.1
Taasoobshirazi, G.2
Hendricks, S.3
Hickey, D.T.4
-
24
-
-
70449569415
-
High‐school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy?
-
V.Dawson, & G.J.Venville, (2009). High‐school students’ informal reasoning and argumentation about biotechnology:An indicator of scientific literacy? International Journal of Science Education, 31, 1421–1445. doi:10.1080/09500690801992870
-
(2009)
International Journal of Science Education
, vol.31
, pp. 1421-1445
-
-
Dawson, V.1
Venville, G.J.2
-
25
-
-
0037234623
-
From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students’ performance in the matriculation 2000 project
-
Y.J.Dori, (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel:Students’ performance in the matriculation 2000 project. Journal of Research in Science Teaching, 40, 34–52. doi:10.1002/tea.10059
-
(2003)
Journal of Research in Science Teaching
, vol.40
, pp. 34-52
-
-
Dori, Y.J.1
-
26
-
-
84920846717
-
Demarcation in science education – Toward an enhanced view of scientific method
-
Taylor R.S., Ferrari M., (eds), New York, NY: Routledge
-
R.A.Duschl, & R.E.Grandy, (2011). Demarcation in science education – Toward an enhanced view of scientific method. In R.S.Taylor & M.Ferrari (Eds.), Epistemology and Science Education (pp. 3–19). New York, NY:Routledge.
-
(2011)
Epistemology and Science Education
, pp. 3-19
-
-
Duschl, R.A.1
Grandy, R.E.2
-
27
-
-
84881373251
-
Two views about explicitly teaching nature of science
-
R.A.Duschl, & R.Grandy, (2012). Two views about explicitly teaching nature of science. Science & Education, 22, 2109–2139.
-
(2012)
Science & Education
, vol.22
, pp. 2109-2139
-
-
Duschl, R.A.1
Grandy, R.2
-
28
-
-
78650617745
-
Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities
-
J.Ebenezer, O.N.Kaya, & D.L.Ebenezer, (2011). Engaging students in environmental research projects:Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. Journal of Research in Science Teaching, 48, 94–116. doi:10.1002/tea.20387
-
(2011)
Journal of Research in Science Teaching
, vol.48
, pp. 94-116
-
-
Ebenezer, J.1
Kaya, O.N.2
Ebenezer, D.L.3
-
29
-
-
9344227852
-
TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse
-
S.Erduran, S.Simon, & J.Osborne, (2004). TAPping into argumentation:Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88, 915–933. doi:10.1002/sce.20012
-
(2004)
Science Education
, vol.88
, pp. 915-933
-
-
Erduran, S.1
Simon, S.2
Osborne, J.3
-
30
-
-
33646692449
-
The problem with answers: An exploration of guided scientific inquiry teaching
-
E.M.Furtak, (2006). The problem with answers:An exploration of guided scientific inquiry teaching. Science Education, 90, 453–467. doi:10.1002/sce.20130
-
(2006)
Science Education
, vol.90
, pp. 453-467
-
-
Furtak, E.M.1
-
31
-
-
51149087935
-
Making students’ thinking explicit in writing and discussion: An analysis of formative assessment prompts
-
E.M.Furtak, & M.A.Ruiz-Primo, (2008). Making students’ thinking explicit in writing and discussion:An analysis of formative assessment prompts. Science Education, 92, 799–824. doi:10.1002/sce.20270
-
(2008)
Science Education
, vol.92
, pp. 799-824
-
-
Furtak, E.M.1
Ruiz-Primo, M.A.2
-
32
-
-
84865265327
-
Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis
-
E.M.Furtak, T.Seidel, H.Iverson, & D.C.Briggs, (2012). Experimental and quasi-experimental studies of inquiry-based science teaching:A meta-analysis. Review of Educational Research, 82, 300–329. doi:10.3102/0034654312457206
-
(2012)
Review of Educational Research
, vol.82
, pp. 300-329
-
-
Furtak, E.M.1
Seidel, T.2
Iverson, H.3
Briggs, D.C.4
-
33
-
-
84865250179
-
To teach or not to teach through inquiry: Is that the question?
-
Carver S.M., Shrager J., (eds), 1st, Washington, DC: American Psychological Association
-
E.M.Furtak,R.J. Shavelson,J.T.Shemwell, & M.Figueroa, (2012). To teach or not to teach through inquiry:Is that the question? In S.M.Carver & J.Shrager (Eds.), The journey from child to scientist. Integrating cognitive development and the education sciences (1st ed., pp. 227–244). Washington, DC:American Psychological Association. doi:10.1037/13617-000
-
(2012)
The journey from child to scientist. Integrating cognitive development and the education sciences
, pp. 227-244
-
-
Furtak, E.M.1
Shavelson, R.J.2
Shemwell, J.T.3
Figueroa, M.4
-
34
-
-
16244415817
-
The relation between prior knowledge and students’ collaborative discovery learning processes
-
H.Gijlers, & T.de Jong, (2005). The relation between prior knowledge and students’ collaborative discovery learning processes. Journal of Research in Science Teaching, 42, 264–282. doi:10.1002/tea.20056
-
(2005)
Journal of Research in Science Teaching
, vol.42
, pp. 264-282
-
-
Gijlers, H.1
de Jong, T.2
-
35
-
-
84878745244
-
Unpacking inquiry skills from content knowledge in geoscience: A research and development study with implications for assessment design
-
J.D.Gobert, A.R.Pallant, & J.T.Daniels, (2010). Unpacking inquiry skills from content knowledge in geoscience:A research and development study with implications for assessment design. International Journal of Learning Technology, 5, 310–334. doi:10.1504/IJLT.2010.037309
-
(2010)
International Journal of Learning Technology
, vol.5
, pp. 310-334
-
-
Gobert, J.D.1
Pallant, A.R.2
Daniels, J.T.3
-
36
-
-
77952001584
-
Reasoning up and down a food chain: Using an assessment framework to investigate students’ middle knowledge
-
A.W.Gotwals, & N.B.Songer, (2010). Reasoning up and down a food chain:Using an assessment framework to investigate students’ middle knowledge. Science Education, 94, 259–281. doi:10.1002/sce.20368
-
(2010)
Science Education
, vol.94
, pp. 259-281
-
-
Gotwals, A.W.1
Songer, N.B.2
-
37
-
-
3042774872
-
Teaching science through inquiry
-
D.L.Haury, (1993). Teaching science through inquiry. ERIC/CSMEE Digest. Retrieved from http://files.eric.ed.gov/fulltext/ED359048.pdf
-
(1993)
ERIC/CSMEE Digest
-
-
Haury, D.L.1
-
39
-
-
0033445986
-
Developing scientific communities in classrooms: A sociocognitive approach
-
L.Herrenkohl, A.Palincsar, L.DeWater, & K.Kawasaki, (1999). Developing scientific communities in classrooms:A sociocognitive approach. Journal of the Learning Sciences, 8, 451–493. doi:10.1080/10508406.1999.9672076
-
(1999)
Journal of the Learning Sciences
, vol.8
, pp. 451-493
-
-
Herrenkohl, L.1
Palincsar, A.2
DeWater, L.3
Kawasaki, K.4
-
40
-
-
78651315913
-
Pedagogical practices to support classroom cultures of scientific inquiry
-
L.R.Herrenkohl, T.Tasker, & B.White, (2011). Pedagogical practices to support classroom cultures of scientific inquiry. Cognition and Instruction, 29(1), 1–44. doi:10.1080/07370008.2011.534309
-
(2011)
Cognition and Instruction
, vol.29
, Issue.1
, pp. 1-44
-
-
Herrenkohl, L.R.1
Tasker, T.2
White, B.3
-
41
-
-
84869489284
-
Assessment as learning: Enhancing discourse, understanding, and achievement in innovative science curricula
-
D.T.Hickey, G.Taasoobshirazi, & D.Cross, (2012). Assessment as learning:Enhancing discourse, understanding, and achievement in innovative science curricula. Journal of Research in Science Teaching, 49, 1240–1270. doi:10.1002/tea.21056
-
(2012)
Journal of Research in Science Teaching
, vol.49
, pp. 1240-1270
-
-
Hickey, D.T.1
Taasoobshirazi, G.2
Cross, D.3
-
42
-
-
84867312121
-
Multilevel assessment for discourse, understanding, and achievement
-
D.T.Hickey, & S.J.Zuiker, (2012). Multilevel assessment for discourse, understanding, and achievement. Journal of the Learning Sciences, 21, 522–582. doi:10.1080/10508406.2011.652320
-
(2012)
Journal of the Learning Sciences
, vol.21
, pp. 522-582
-
-
Hickey, D.T.1
Zuiker, S.J.2
-
43
-
-
0034399627
-
Designing to learn about complex systems
-
C.E.Hmelo, D.L.Holton, & J.L.Kolodner, (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 247–298. doi:10.1207/S15327809JLS0903_2
-
(2000)
Journal of the Learning Sciences
, vol.9
, pp. 247-298
-
-
Hmelo, C.E.1
Holton, D.L.2
Kolodner, J.L.3
-
44
-
-
34347331274
-
Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006)
-
C.E.Hmelo-Silver, R.G.Duncan, & C.A.Chinn, (2007). Scaffolding and achievement in problem-based and inquiry learning:A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99–107. doi:10.1080/00461520701263368
-
(2007)
Educational Psychologist
, vol.42
, pp. 99-107
-
-
Hmelo-Silver, C.E.1
Duncan, R.G.2
Chinn, C.A.3
-
45
-
-
27844450392
-
Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories
-
A.Hofstein, O.Navon, M.Kipnis, & R.Mamlok-Naaman, (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791–806. doi:10.1002/tea.20072
-
(2005)
Journal of Research in Science Teaching
, vol.42
, pp. 791-806
-
-
Hofstein, A.1
Navon, O.2
Kipnis, M.3
Mamlok-Naaman, R.4
-
47
-
-
79951943468
-
Performance evaluation of an online argumentation learning assistance agent
-
C.-J.Huang, Y.-W.Wang, T.-H.Huang, Y.-C.Chen, H.-M.Chen, & S.-C.Chang, (2011). Performance evaluation of an online argumentation learning assistance agent. Computers & Education, 57, 1270–1280. doi:10.1016/j.compedu.2011.01.013
-
(2011)
Computers & Education
, vol.57
, pp. 1270-1280
-
-
Huang, C.-J.1
Wang, Y.-W.2
Huang, T.-H.3
Chen, Y.-C.4
Chen, H.-M.5
Chang, S.-C.6
-
48
-
-
38949199888
-
Argumentation in science education: An overview
-
Erduran S., Jiménez-Aleixandre M.P., (eds), New York, NY: Springer
-
M.P.Jiménez-Aleixandre, & S.Erduran, (2007). Argumentation in science education:An overview. In S.Erduran & M.P.Jiménez-Aleixandre (Eds.), Argumentation in science education. Perspectives from classroom-based research (pp. 3–27). New York, NY:Springer.
-
(2007)
Argumentation in science education. Perspectives from classroom-based research
, pp. 3-27
-
-
Jiménez-Aleixandre, M.P.1
Erduran, S.2
-
49
-
-
67349268204
-
Question posing, inquiry, and modeling skills of chemistry students in the case-based computerized laboratory environment
-
Z.Kaberman, & Y.J.Dori, (2009). Question posing, inquiry, and modeling skills of chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7, 597–625. doi:10.1007/s10763-007-9118-3
-
(2009)
International Journal of Science and Mathematics Education
, vol.7
, pp. 597-625
-
-
Kaberman, Z.1
Dori, Y.J.2
-
50
-
-
0002072526
-
Students’ reasoning about electricity: Combining performance assessments with argumentation analysis
-
G.J.Kelly, S.Druker, & C.Chen, (1998). Students’ reasoning about electricity:Combining performance assessments with argumentation analysis. International Journal of Science Education, 20, 849–871. doi:10.1080/0950069980200707
-
(1998)
International Journal of Science Education
, vol.20
, pp. 849-871
-
-
Kelly, G.J.1
Druker, S.2
Chen, C.3
-
51
-
-
77952499804
-
Designing for real-world scientific inquiry in virtual environments
-
D.J.Ketelhut, & B.C.Nelson, (2010). Designing for real-world scientific inquiry in virtual environments. Educational Research, 52, 151–167. doi:10.1080/00131881.2010.482741
-
(2010)
Educational Research
, vol.52
, pp. 151-167
-
-
Ketelhut, D.J.1
Nelson, B.C.2
-
52
-
-
33745089953
-
The features of peer argumentation in middle school students' scientific inquiry
-
H.Kim, & J.Song, (2006). The features of peer argumentation in middle school students' scientific inquiry. Research in Science Education, 36, 211–233. doi:10.1007/s11165-005-9005-2
-
(2006)
Research in Science Education
, vol.36
, pp. 211-233
-
-
Kim, H.1
Song, J.2
-
53
-
-
33744807434
-
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
-
P.A.Kirschner, J.Sweller, & R.E.Clark, (2006). Why minimal guidance during instruction does not work:An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86. doi:10.1207/s15326985ep4102_1
-
(2006)
Educational Psychologist
, vol.41
, pp. 75-86
-
-
Kirschner, P.A.1
Sweller, J.2
Clark, R.E.3
-
54
-
-
7444269930
-
The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning
-
D.Klahr, & M.Nigam, (2004). The equivalence of learning paths in early science instruction:Effects of direct instruction and discovery learning. Psychological Science, 15, 661–667. doi:10.1111/j.0956-7976.2004.00737.x
-
(2004)
Psychological Science
, vol.15
, pp. 661-667
-
-
Klahr, D.1
Nigam, M.2
-
55
-
-
39449135273
-
Is it live or is it memorex? Students' synchronous and asynchronous communication with scientists
-
D.Kubasko, M.G.Jones, T.Tretter, & T.Andre, (2008). Is it live or is it memorex? Students' synchronous and asynchronous communication with scientists. International Journal of Science Education, 30, 495–514. doi:10.1080/09500690701217220
-
(2008)
International Journal of Science Education
, vol.30
, pp. 495-514
-
-
Kubasko, D.1
Jones, M.G.2
Tretter, T.3
Andre, T.4
-
56
-
-
70449392458
-
Middle-school students’ reasoning about alternative hypotheses in a scaffolded, software-based inquiry investigation
-
E.A.Kyza, (2009). Middle-school students’ reasoning about alternative hypotheses in a scaffolded, software-based inquiry investigation. Cognition and Instruction, 27, 277–311. doi:10.1080/07370000903221718
-
(2009)
Cognition and Instruction
, vol.27
, pp. 277-311
-
-
Kyza, E.A.1
-
57
-
-
0013374143
-
Effects of emphasizing hypothetico-predictive reasoning within the science learning cycle on high school student's process skills and conceptual understandings in biology
-
D.R.Lavoie, (1999). Effects of emphasizing hypothetico-predictive reasoning within the science learning cycle on high school student's process skills and conceptual understandings in biology. Journal of Research in Science Teaching, 36, 1127–1147.10.1002/(SICI)1098-2736(199912)36:10<>1.0.CO;2-I
-
(1999)
Journal of Research in Science Teaching
, vol.36
, pp. 1127-1147
-
-
Lavoie, D.R.1
-
59
-
-
78449263926
-
Learning argumentation skills through instruction in socioscientific issues: The effect of ability level
-
S.-S.Lin, & J.J.Mintzes, (2010). Learning argumentation skills through instruction in socioscientific issues:The effect of ability level. International Journal of Science and Mathematics Education, 8, 993–1017. doi:10.1007/s10763-010-9215-6
-
(2010)
International Journal of Science and Mathematics Education
, vol.8
, pp. 993-1017
-
-
Lin, S.-S.1
Mintzes, J.J.2
-
62
-
-
80051789711
-
Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters
-
K.W.McElhaney, & M.C.Linn, (2011). Investigations of a complex, realistic task:Intentional, unsystematic, and exhaustive experimenters. Journal of Research in Science Teaching, 48, 745–770. doi:10.1002/tea.20423
-
(2011)
Journal of Research in Science Teaching
, vol.48
, pp. 745-770
-
-
McElhaney, K.W.1
Linn, M.C.2
-
63
-
-
68049124533
-
Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena
-
K.L.McNeill, (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93, 233–268. doi:10.1002/sce.20294
-
(2009)
Science Education
, vol.93
, pp. 233-268
-
-
McNeill, K.L.1
-
64
-
-
80051781187
-
Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year
-
K.L.McNeill, (2011). Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48, 793–823. doi:10.1002/tea.20430
-
(2011)
Journal of Research in Science Teaching
, vol.48
, pp. 793-823
-
-
McNeill, K.L.1
-
65
-
-
38849120687
-
Scientific explanations: Characterizing and evaluating the effects of teachers’ instructional practices on student learning
-
K.L.McNeill, & J.Krajcik, (2008). Scientific explanations:Characterizing and evaluating the effects of teachers’ instructional practices on student learning. Journal of Research in Science Teaching, 45, 53–78. doi:10.1002/(ISSN)1098-2736
-
(2008)
Journal of Research in Science Teaching
, vol.45
, pp. 53-78
-
-
McNeill, K.L.1
Krajcik, J.2
-
66
-
-
77950956922
-
Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002
-
D.D.Minner, A.J.Levy, & J.Century, (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47, 474–496. doi:10.1002/tea.20347
-
(2010)
Journal of Research in Science Teaching
, vol.47
, pp. 474-496
-
-
Minner, D.D.1
Levy, A.J.2
Century, J.3
-
67
-
-
0008637430
-
Student motivation and internet technology: Are students empowered to learn science?
-
M.Mistler Jackson, & N.B.Songer, (2000). Student motivation and internet technology:Are students empowered to learn science? Journal of Research in Science Teaching, 37, 459–479. doi:10.1002/(ISSN)1098-2736
-
(2000)
Journal of Research in Science Teaching
, vol.37
, pp. 459-479
-
-
Mistler Jackson, M.1
Songer, N.B.2
-
68
-
-
77950887281
-
-
Boston, MA: TIMSS & PIRLS International Study Center
-
I.V.A.Mullis, M.O.Martin, G.J.Ruddock, C.Y.O’Sullivan, & C.Preuschoff, (2009). TIMSS 2011 assessment frameworks. Boston, MA:TIMSS & PIRLS International Study Center.
-
(2009)
TIMSS 2011 assessment frameworks
-
-
Mullis, I.V.A.1
Martin, M.O.2
Ruddock, G.J.3
O’Sullivan, C.Y.4
Preuschoff, C.5
-
69
-
-
0003608696
-
-
Washington, DC: The National Academies Press
-
National Research Council. (1996). National science education standards. Washington, DC:The National Academies Press.
-
(1996)
National science education standards
-
-
-
73
-
-
79958134261
-
Evaluating instrument quality in science education: Rasch‐based analyses of a nature of science test
-
I.Neumann, K.Neumann, & R.Nehm, (2011). Evaluating instrument quality in science education:Rasch‐based analyses of a nature of science test. International Journal of Science Education, 33, 1373–1405. doi:10.1080/09500693.2010.511297
-
(2011)
International Journal of Science Education
, vol.33
, pp. 1373-1405
-
-
Neumann, I.1
Neumann, K.2
Nehm, R.3
-
74
-
-
84909636727
-
Assessment of the modeling competence: A systematic review and synthesis of empirical research
-
C.T.Nicolaou, & C.P.Constantinou, (2014). Assessment of the modeling competence:A systematic review and synthesis of empirical research. Educational Research Review, 13, 52–73. doi:10.1016/j.edurev.2014.10.001
-
(2014)
Educational Research Review
, vol.13
, pp. 52-73
-
-
Nicolaou, C.T.1
Constantinou, C.P.2
-
75
-
-
84898549396
-
Teaching scientific practices: Meeting the challenge of change
-
J.Osborne, (2014). Teaching scientific practices:Meeting the challenge of change. Journal of Science Teacher Education, 25, 177–196. doi:10.1007/s10972-014-9384-1
-
(2014)
Journal of Science Teacher Education
, vol.25
, pp. 177-196
-
-
Osborne, J.1
-
76
-
-
0141844450
-
What “Ideas about Science” should be taught in school science? A Delphi study of the expert community
-
J.Osborne, S.Collins, M.Ratcliffe, R.Millar, & R.Duschl, (2003). What “Ideas about Science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692–720.10.1002/(ISSN)1098-2736
-
(2003)
Journal of Research in Science Teaching
, vol.40
, pp. 692-720
-
-
Osborne, J.1
Collins, S.2
Ratcliffe, M.3
Millar, R.4
Duschl, R.5
-
77
-
-
10844248508
-
Enhancing the quality of argumentation in school science
-
J.Osborne, S.Erduran, & S.Simon, (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994–1020. doi:10.1002/tea.20035
-
(2004)
Journal of Research in Science Teaching
, vol.41
, pp. 994-1020
-
-
Osborne, J.1
Erduran, S.2
Simon, S.3
-
78
-
-
79958111435
-
Scientific argument and explanation: A necessary distinction?
-
J.F.Osborne, & A.Patterson, (2011). Scientific argument and explanation:A necessary distinction? Science Education, 95, 627–638.10.1002/sce.20438
-
(2011)
Science Education
, vol.95
, pp. 627-638
-
-
Osborne, J.F.1
Patterson, A.2
-
79
-
-
84873717680
-
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
-
J.Osborne, S.Simon, A.Christodoulou, C.Howell-Richardson, & K.Richardson, (2013). Learning to argue:A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students. Journal of Research in Science Teaching, 50, 315–347. doi:10.1002/tea.21073
-
(2013)
Journal of Research in Science Teaching
, vol.50
, pp. 315-347
-
-
Osborne, J.1
Simon, S.2
Christodoulou, A.3
Howell-Richardson, C.4
Richardson, K.5
-
80
-
-
84924046886
-
Phases of inquiry-based learning: Definitions and the inquiry cycle
-
M.Pedaste, M.Mäeots, L.A.Siiman, T.de Jong, S.A.N.van Riesen, E.T.Kamp, & E.Tsourlidaki, (2015). Phases of inquiry-based learning:Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. doi:10.1016/j.edurev.2015.02.003
-
(2015)
Educational Research Review
, vol.14
, pp. 47-61
-
-
Pedaste, M.1
Mäeots, M.2
Siiman, L.A.3
de Jong, T.4
van Riesen, S.A.N.5
Kamp, E.T.6
Tsourlidaki, E.7
-
82
-
-
80051515764
-
Mr. Vetro: Assessing a collective simulation framework
-
A.Repenning, A.Ioannidou, L.Luhn, C.Daetwyler, & N.Repenning, (2010). Mr. Vetro:Assessing a collective simulation framework. Journal of Interactive Learning Research, 21, 515–537.
-
(2010)
Journal of Interactive Learning Research
, vol.21
, pp. 515-537
-
-
Repenning, A.1
Ioannidou, A.2
Luhn, L.3
Daetwyler, C.4
Repenning, N.5
-
83
-
-
84863844271
-
Developing a construct-based assessment to examine students’ analogical reasoning around physical models in Earth Science
-
A.E.Rivet, & K.A.Kastens, (2012). Developing a construct-based assessment to examine students’ analogical reasoning around physical models in Earth Science. Journal of Research in Science Teaching, 49, 713–743. doi:10.1002/tea.21029
-
(2012)
Journal of Research in Science Teaching
, vol.49
, pp. 713-743
-
-
Rivet, A.E.1
Kastens, K.A.2
-
84
-
-
33846590564
-
Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry
-
M.A.Ruiz-Primo, & E.M.Furtak, (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44, 57–84. doi:10.1002/tea.20163
-
(2007)
Journal of Research in Science Teaching
, vol.44
, pp. 57-84
-
-
Ruiz-Primo, M.A.1
Furtak, E.M.2
-
85
-
-
79952757928
-
Formative assessment, motivation, and science learning
-
Andrade H.L., Cizek G.J., (eds), New York, NY: Routledge
-
M.A.Ruiz-Primo, E.M.Furtak, C.C.Ayala, Y.Yin, & R.J.Shavelson, (2010). Formative assessment, motivation, and science learning. In H.L.Andrade & G.J.Cizek (Eds.), Handbook of Formative Assessment (pp. 139–158). New York, NY:Routledge.
-
(2010)
Handbook of Formative Assessment
, pp. 139-158
-
-
Ruiz-Primo, M.A.1
Furtak, E.M.2
Ayala, C.C.3
Yin, Y.4
Shavelson, R.J.5
-
86
-
-
10344221042
-
Evaluating students’ science notebooks as an assessment tool
-
M.A.Ruiz-Primo, M.Li, C.Ayala, & R.J.Shavelson, (2004). Evaluating students’ science notebooks as an assessment tool. International Journal of Science Education, 26, 1477–1506. doi:10.1080/0950069042000177299
-
(2004)
International Journal of Science Education
, vol.26
, pp. 1477-1506
-
-
Ruiz-Primo, M.A.1
Li, M.2
Ayala, C.3
Shavelson, R.J.4
-
87
-
-
77951546448
-
Testing one premise of scientific inquiry in science classrooms: Examining students’ scientific explanations and student learning
-
M.A.Ruiz-Primo, M.Li, S.-P.Tsai, & J.Schneider, (2010). Testing one premise of scientific inquiry in science classrooms:Examining students’ scientific explanations and student learning. Journal of Research in Science Teaching, 47, 583–608. doi:10.1002/tea.20356
-
(2010)
Journal of Research in Science Teaching
, vol.47
, pp. 583-608
-
-
Ruiz-Primo, M.A.1
Li, M.2
Tsai, S.-P.3
Schneider, J.4
-
88
-
-
84859739779
-
Improvements to elementary children’s epistemic understanding from sustained argumentation
-
S.Ryu, & W.A.Sandoval, (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96, 488–526. doi:10.1002/sce.21006
-
(2012)
Science Education
, vol.96
, pp. 488-526
-
-
Ryu, S.1
Sandoval, W.A.2
-
89
-
-
85006188323
-
Making competent judgements of competence
-
Blömeke S., Zlatkin-Troitschanskaia O., Kuhn C., Fege J., (eds), Rotterdam: Sense
-
D.R.Sadler, (2013). Making competent judgements of competence. In S.Blömeke, O.Zlatkin-Troitschanskaia, C.Kuhn, & J.Fege (Eds.), Modeling and measuring competencies in higher education (pp. 13–27). Rotterdam:Sense.10.1007/978-94-6091-867-4
-
(2013)
Modeling and measuring competencies in higher education
, pp. 13-27
-
-
Sadler, D.R.1
-
90
-
-
51149108326
-
Learning science through inquiry in kindergarten
-
A.Samarapungavan, P.Mantzicopoulos, & H.Patrick, (2008). Learning science through inquiry in kindergarten. Science Education, 92, 868–908. doi:10.1002/sce.20275
-
(2008)
Science Education
, vol.92
, pp. 868-908
-
-
Samarapungavan, A.1
Mantzicopoulos, P.2
Patrick, H.3
-
91
-
-
80054037164
-
What kindergarten students learn in inquiry-based science classrooms
-
A.Samarapungavan, H.Patrick, & P.Mantzicopoulos, (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29, 416–470. doi:10.1080/07370008.2011.608027
-
(2011)
Cognition and Instruction
, vol.29
, pp. 416-470
-
-
Samarapungavan, A.1
Patrick, H.2
Mantzicopoulos, P.3
-
92
-
-
79551709473
-
Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study
-
V.Sampson, J.Grooms, & J.P.Walker, (2011). Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments:An exploratory study. Science Education, 95, 217–257. doi:10.1002/sce.20421
-
(2011)
Science Education
, vol.95
, pp. 217-257
-
-
Sampson, V.1
Grooms, J.2
Walker, J.P.3
-
93
-
-
0037208190
-
Conceptual and epistemic aspects of students’ scientific explanations
-
W.A.Sandoval, (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12, 5–51.10.1207/S15327809JLS1201_2
-
(2003)
Journal of the Learning Sciences
, vol.12
, pp. 5-51
-
-
Sandoval, W.A.1
-
94
-
-
37649014754
-
A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States
-
C.M.Schroeder, T.P.Scott, H.Tolson, T.-Y.Huang, & Y.-H.Lee, (2007). A meta-analysis of national research:Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44, 1436–1460. doi:10.1002/tea.20212
-
(2007)
Journal of Research in Science Teaching
, vol.44
, pp. 1436-1460
-
-
Schroeder, C.M.1
Scott, T.P.2
Tolson, H.3
Huang, T.-Y.4
Lee, Y.-H.5
-
95
-
-
0002676357
-
The teaching of science as enquiry
-
Schwab J.J., Brandwein P.F., (eds), Cambridge: Harvard University Press
-
J.J.Schwab, (1962). The teaching of science as enquiry. In J.J.Schwab & P.F.Brandwein (Eds.), The teaching of science (pp. 3–103). Cambridge:Harvard University Press.
-
(1962)
The teaching of science
, pp. 3-103
-
-
Schwab, J.J.1
-
96
-
-
84855865944
-
-
annual meeting of the National Association for Research in Science Teaching, Baltimore, MD:
-
R.Schwartz, N.G.Lederman, & J.S.Lederman, (2008). An instrument to assess views of scientific inquiry:The VOSI questionnaire. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
-
(2008)
An instrument to assess views of scientific inquiry: The VOSI questionnaire
-
-
Schwartz, R.1
Lederman, N.G.2
Lederman, J.S.3
-
97
-
-
20744442430
-
Metamodeling knowledge: Developing students' understanding of scientific modeling
-
C.V.Schwarz, & B.Y.White, (2005). Metamodeling knowledge:Developing students' understanding of scientific modeling. Cognition and Instruction, 23, 165–205. doi:10.1207/s1532690xci2302_1
-
(2005)
Cognition and Instruction
, vol.23
, pp. 165-205
-
-
Schwarz, C.V.1
White, B.Y.2
-
98
-
-
78650146294
-
Science classroom discussion as scientific argumentation: A study of conceptually rich (and poor) student talk
-
J.T.Shemwell, & E.M.Furtak, (2010). Science classroom discussion as scientific argumentation:A study of conceptually rich (and poor) student talk. Educational Assessment, 15, 222–250. doi:10.1080/10627197.2010.530563
-
(2010)
Educational Assessment
, vol.15
, pp. 222-250
-
-
Shemwell, J.T.1
Furtak, E.M.2
-
99
-
-
33846274237
-
The impact of scaffolding and student achievement levels in a problem-based learning environment
-
K.D.Simons, & J.D.Klein, (2007). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35, 41–72. doi:10.1007/s11251-006-9002-5
-
(2007)
Instructional Science
, vol.35
, pp. 41-72
-
-
Simons, K.D.1
Klein, J.D.2
-
100
-
-
18844383456
-
Learning science through investigations: An experience with Hong Kong primary school children
-
W.W.M.So, (2003). Learning science through investigations:An experience with Hong Kong primary school children. International Journal of Science and Mathematics Education, 1, 175–200. Retrieved from http://link.springer.com/article/10.1023%2FB%3AIJMA.0000016852.19000.af10.1023/B:IJMA.0000016852.19000.af
-
(2003)
International Journal of Science and Mathematics Education
, vol.1
, pp. 175-200
-
-
So, W.W.M.1
-
101
-
-
80054893795
-
Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on learning outcomes
-
H.A.Spires, J.P.Rowe, B.W.Mott, & J.C.Lester, (2011). Problem solving and game-based learning:Effects of middle grade students' hypothesis testing strategies on learning outcomes. Journal of Educational Computing Research, 44, 453–472. doi:10.2190/EC.44.4.e
-
(2011)
Journal of Educational Computing Research
, vol.44
, pp. 453-472
-
-
Spires, H.A.1
Rowe, J.P.2
Mott, B.W.3
Lester, J.C.4
-
102
-
-
0034402624
-
The effects of content, format, and inquiry level on science performance assessment scores
-
B.M.Stecher, S.P.Klein, G.Solano-Flores, D.McCaffrey, A.Robyn, R.J.Shavelson, & E.Haertel, (2000). The effects of content, format, and inquiry level on science performance assessment scores. Applied Measurement in Education, 13, 139–160. doi:10.1207/S15324818AME1302_2
-
(2000)
Applied Measurement in Education
, vol.13
, pp. 139-160
-
-
Stecher, B.M.1
Klein, S.P.2
Solano-Flores, G.3
McCaffrey, D.4
Robyn, A.5
Shavelson, R.J.6
Haertel, E.7
-
103
-
-
73649112090
-
Probing student understanding of scientific thinking in the context of introductory astrophysics
-
020104-1–020104-10
-
R.N.Steinberg, S.Cormier, & A.Fernandez, (2009). Probing student understanding of scientific thinking in the context of introductory astrophysics. Physical Review Special Topics – Physics Education Research, 5, 020104-1–020104-10. doi:10.1103/PhysRevSTPER.5.020104
-
(2009)
Physical Review Special Topics – Physics Education Research
, vol.5
-
-
Steinberg, R.N.1
Cormier, S.2
Fernandez, A.3
-
104
-
-
42149103504
-
Promoting argumentative discourse: A design-based implementation and refinement of an astronomy multimedia curriculum, assessment model, and learning environment
-
G.Taasoobshirazi, & D.T.Hickey, (2005). Promoting argumentative discourse:A design-based implementation and refinement of an astronomy multimedia curriculum, assessment model, and learning environment. Astronomy Education Review, 4, 53–70. doi:10.3847/AER2005003
-
(2005)
Astronomy Education Review
, vol.4
, pp. 53-70
-
-
Taasoobshirazi, G.1
Hickey, D.T.2
-
105
-
-
33845303539
-
Enhancing inquiry, understanding, and achievement in an astronomy multimedia learning environment
-
G.Taasoobshirazi, S.J.Zuiker, K.T.Anderson, & D.T.Hickey, (2006). Enhancing inquiry, understanding, and achievement in an astronomy multimedia learning environment. Journal of Science Education and Technology, 15, 383–395. doi:10.1007/s10956-006-9028-0
-
(2006)
Journal of Science Education and Technology
, vol.15
, pp. 383-395
-
-
Taasoobshirazi, G.1
Zuiker, S.J.2
Anderson, K.T.3
Hickey, D.T.4
-
106
-
-
0036107595
-
Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry
-
E.E.Toth, D.D.Suthers, & A.M.Lesgold, (2002). “Mapping to know”:The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86, 264–286. doi:10.1002/sce.10004
-
(2002)
Science Education
, vol.86
, pp. 264-286
-
-
Toth, E.E.1
Suthers, D.D.2
Lesgold, A.M.3
-
107
-
-
0004096846
-
-
Cambridge: Cambridge University Press
-
S.E.Toulmin, (1958). The uses of argument. Cambridge:Cambridge University Press.
-
(1958)
The uses of argument
-
-
Toulmin, S.E.1
-
108
-
-
84873843464
-
An electronic library-based learning environment for supporting web-based problem-solving activities
-
P.-S.Tsai, G.-J.Hwang, C.-C.Tsai, C.-M.Hung, & I.Huang, (2012). An electronic library-based learning environment for supporting web-based problem-solving activities. Educational Technology & Society, 15, 252–264.
-
(2012)
Educational Technology & Society
, vol.15
, pp. 252-264
-
-
Tsai, P.-S.1
Hwang, G.-J.2
Tsai, C.-C.3
Hung, C.-M.4
Huang, I.5
-
111
-
-
0001984805
-
Inquiry, modeling, and metacognition: Making science accessible to all students
-
B.Y.White, & J.R.Frederiksen, (1998). Inquiry, modeling, and metacognition:Making science accessible to all students. Cognition and Instruction, 16, 3–118. doi:10.1207/s1532690xci1601_2
-
(1998)
Cognition and Instruction
, vol.16
, pp. 3-118
-
-
White, B.Y.1
Frederiksen, J.R.2
-
112
-
-
77449114324
-
The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation
-
C.D.Wilson, J.A.Taylor, S.M.Kowalski, & J.Carlson, (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47, 276–301. doi:10.1002/tea.20329
-
(2010)
Journal of Research in Science Teaching
, vol.47
, pp. 276-301
-
-
Wilson, C.D.1
Taylor, J.A.2
Kowalski, S.M.3
Carlson, J.4
-
113
-
-
70350303291
-
A comparative study of problem-based and lecture-based learning in junior secondary school science
-
K.K.H.Wong, & J.R.Day, (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39, 625–642. doi:10.1007/s11165-008-9096-7
-
(2009)
Research in Science Education
, vol.39
, pp. 625-642
-
-
Wong, K.K.H.1
Day, J.R.2
-
114
-
-
67650498316
-
Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students
-
C.H.Yoon, (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53, 203–216. doi:10.1177/0016986209334961
-
(2009)
Gifted Child Quarterly
, vol.53
, pp. 203-216
-
-
Yoon, C.H.1
-
115
-
-
22444445941
-
The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills
-
M.Zion, T.Michalsky, & Z.R.Mevarech, (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27, 957–983. doi:10.1080/09500690500068626
-
(2005)
International Journal of Science Education
, vol.27
, pp. 957-983
-
-
Zion, M.1
Michalsky, T.2
Mevarech, Z.R.3
|