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An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
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This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens…
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The University of Alaska Fairbanks (UAF) Development Team is working with the Northwest Arctic Borough School District to develop STEM lessons utilizing Iñupiaq knowledge systems and university research for middle school-…
Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools
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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a…