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This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for...
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This article explores how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (positive, negative, mixed) within the context of temperature.
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Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive...
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This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components...
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In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.
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This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach.
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The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
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Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.
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In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom.
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The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.
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Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX online instructional tool to bring a College Board...
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In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.
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Case Studies from the FAACT project.
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Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
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This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.
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