Journal of Research in Science Teaching (JRST)

Τρίτη 21 Μαΐου 2013

Vol.50, n°5, mai 2013

Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education, Jeremy F. Price and Katherine L. McNeill
Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning, Per Morten Kind
Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course, Joi Phelps Walker and Victor Sampson
Validity Evidence for Learning Progression-Based Assessment Items That Fuse Core Disciplinary Ideas and Science Practices, Amelia Wenk Gotwals and Nancy Butler Songer