Titlebook: Bridging Research and Practice in Science Education; Selected Papers from Eilish McLoughlin,Odilla E. Finlayson,Peter E. Chi Book 2019 Spri

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Addressing Complexity in Science|Environment|Health Pedagogyay support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower

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Promoting Students’ Critical and Active Engagement in Socio-scientific Problems: Inter-Trans-nationaational science education scholars discuss their uses and analyses of the ‘STEPWISE’ curricular and pedagogical framework—which is intended to facilitate such critical and activist science education. After a theoretical defence of the framework, a description is provided of a teacher’s 3-year effort

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Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Stht until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary

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Affordances and Constraints of Learning Progression Designs in Supporting Formative Assessmentdesigning the actual task or using the progressions to sort and interpret student ideas and identify next instructional steps. However, using assessment items linked to progressions seemed to support conversations with more direct instructional action. Results are framed in the context of the potent

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Learning Progressions and Competence Models: A Comparative Analysising in science education. The use of learning progressions and competence models in their respective contexts, for both research and practice, suggests that there are important insights that researchers from each tradition can learn through deeper understanding of the other in order to explore and f

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2213-3623 , emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research 978-3-030-17221-3978-3-030-17219-0Series ISSN 2213-3623 Series E-ISSN 2213-3631

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