| Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction L Zangori, CT Forbes, M Biggers Journal of Research in Science Teaching 50 (8), 989-1017, 2013 | 122 | 2013 |
| Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The P ractices of S cience O bservation P rotocol (P‐SOP) CT Forbes, M Biggers, L Zangori School Science and Mathematics 113 (4), 180-190, 2013 | 83 | 2013 |
| Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ learning about the inquiry continuum M Biggers, CT Forbes International Journal of Science Education 34 (14), 2205-2229, 2012 | 70 | 2012 |
| Elementary teachers' curriculum design and pedagogical reasoning for supporting students' comparison and evaluation of evidence-based explanations M Biggers, CT Forbes, L Zangori The Elementary School Journal 114 (1), 48-72, 2013 | 69 | 2013 |
| Questioning questions: Elementary teachers’ adaptations of investigation questions across the inquiry continuum M Biggers Research in Science Education 48 (1), 1-28, 2018 | 63 | 2018 |
| Elementary teachers' use of formative assessment to support students' learning about interactions between the hydrosphere and geosphere CT Forbes, JL Sabel, M Biggers Journal of Geoscience Education 63 (3), 210-221, 2015 | 46 | 2015 |
| Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study C Forbes, K Lange, K Möller, M Biggers, M Laux, L Zangori International Journal of Science Education 36 (14), 2367-2390, 2014 | 22 | 2014 |
| This Is Inquiry... Right? L Zangori, C Forbes, M Biggers Science and Children 50 (1), 48, 2012 | 14 | 2012 |
| (Mis) Alignments in Mentorship: Exploring Challenges to Preservice Science Teacher Preparation M Biggers, AR Miller, L Zangori, BA Whitworth Journal of Science Teacher Education 30 (4), 344-356, 2019 | 9 | 2019 |
| Elementary teachers' ideas about, planning for and implementation of learner-directed and teacher-directed inquiry: A mixed methods study MS Biggers The University of Iowa, 2013 | 3 | 2013 |
| Science, engineering, literacy, and place-based education: Powerful practices for integration JL Cody, M Biggers Sensemaking in Elementary Science, 46-63, 2019 | 2 | 2019 |
| Elementary teachers' use of engineering curriculum materials (fundamental) M Biggers, LA Haefner, J Bell 2016 ASEE Annual Conference & Exposition, 2016 | 2 | 2016 |
| Engineering First: How Engineering Design Thinking Affects Science Learning M Biggers, LA Haefner, J Bell 2016 ASEE Annual Conference & Exposition, 2016 | 1 | 2016 |
| 3 Science, Engineering, Literacy, and Place-Based Education JL Cody, M Biggers Sensemaking in Elementary Science: Supporting Teacher Learning, 2019 | | 2019 |
| Curricular Role Identity: What Kind of Science Teacher Will I Be? Teachers’ Curricular Role Identity for Elementary Science CT Forbes, M Biggers Studying Science Teacher Identity, 129-151, 2016 | | 2016 |
| 7. CURRICULAR ROLE IDENTITY CT FORBES, M BIGGERS Studying Science Teacher Identity: Theoretical, Methodological and Empirical …, 2015 | | 2015 |
| Fostering Student Sense Makingin Elementary Science Learning Environments: ElementaryTeachers' Use ofScience Curriculum L Zangori, CT Forbes, M Biggers | | |
