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Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
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In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms…
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In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation…