CD Tippett - International Journal of Science Education, 2016 - Taylor & Francis
The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis …
National Research Council - 2012 - nap.nationalacademies.org
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering | The National Academies Press Skip to main content Navigate to Help …
KS Taber - Chemistry Education Research and Practice, 2013 - pubs.rsc.org
Much scholarship in chemical education draws upon the model of there being three 'levels' at which the teaching and learning of chemistry operates, a notion which is often …
HA Schweingruber, NR Nielsen, SR Singer - 2012 - books.google.com
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological …
V Talanquer - International Journal of Science Education, 2011 - Taylor & Francis
The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science …
A Aditomo, E Klieme - International Journal of Science Education, 2020 - Taylor & Francis
Inquiry-based science instruction is widely advocated, but studies based on international large-scale assessments often show inquiry to be negatively associated with achievement …
H Sevian, V Talanquer - Chemistry Education Research and Practice, 2014 - pubs.rsc.org
Dominant educational approaches in chemistry focus on the learning of somewhat isolated concepts and ideas about chemical substances and reactions. Reform efforts often seek to …
The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy …
K Tang, C Delgado, EB Moje - Science education, 2014 - Wiley Online Library
This paper presents an integrative framework for analyzing science meaning‐making with representations. It integrates the research on multiple representations and multimodal …