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Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science.

, , , , , , , , , , , , und . ICLS, International Society of the Learning Sciences, (2018)

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Digital Evidence and Scaffolds in a Model-Based Inquiry Curriculum for Middle School Science., , , und . CSCL (2), Seite 341-342. International Society of the Learning Sciences, LuLu, Amazon, (2013)Differences in Rhetorical and Refutational Argument Complexity by Grade Level., , , und . ICLS, International Society of the Learning Sciences, (2020)How Good Is This Evidence? Students' Epistemic Competence in Evidence Evaluation., , , und . ICLS, International Society of the Learning Sciences, (2014)Learning to evaluate scientific models., , , , und . ICLS (3), Seite 411-412. International Society of the Learning Sciences, (2008)The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and Argumentation., , , , , , , , , und . ICLS, International Society of the Learning Sciences, (2014)Students' Use of Evidence and Epistemic Criteria in Model Generation and Model Evaluation., , und . ICLS, International Society of the Learning Sciences, (2014)The design and evaluation of educative just-in-time teacher supports in a web-based environment., , , und . ICLS, Seite 342-343. International Society of the Learning Sciences / ACM DL, (2010)Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science., , , , , , , , , und 3 andere Autor(en). ICLS, International Society of the Learning Sciences, (2018)"How helpful is this observation?": Children's evaluations of scientific evidence., , , , und . CogSci, cognitivesciencesociety.org, (2020)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006), , und . Educational Psychologist, 42 (2): 99--107 (April 2007)