Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg
{"title":"职前小学教师融合科学论证和表象的知识资源","authors":"Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg","doi":"10.1080/1046560x.2023.2283662","DOIUrl":null,"url":null,"abstract":"This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"54 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science\",\"authors\":\"Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg\",\"doi\":\"10.1080/1046560x.2023.2283662\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...\",\"PeriodicalId\":47326,\"journal\":{\"name\":\"Journal of Science Teacher Education\",\"volume\":\"54 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2023-12-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Science Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1046560x.2023.2283662\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Science Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1046560x.2023.2283662","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science
This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...
期刊介绍：
Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
