Journal of Research in Science Teaching (JRST)

  Vol. 55, n°9, 11/ 2018

 

• Using a three‐dimensional thinking graph to support inquiry learning, Juanjuan Chen, Minhong Wang, Tina A. Grotzer, Chris Dede
• How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation, Jonathon Grooms, Victor Sampson, Patrick Enderle
• Communities of practice as a framework to explain teachers' experiences within the community of science, Shannon G. Davidson, Roxanne Hughes
• Students' understanding of the nature and purpose of models, Sarah Gogolin, Dirk Krüger
• Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems, Kristin L. Gunckel, Beth A. Covitt, Ivan Salinas

https://onlinelibrary.wiley.com/toc/10982736/2018/55/9