Integrating Text Structure Instruction in Science Education: A Design-Based Study [0.03%]
基于设计的科学教学中融入文本结构知识的教学干预研究
Hilde S Kooiker-den Boer,Ted J M Sanders,Jacqueline Evers-Vermeul
Hilde S Kooiker-den Boer
Integrated science-and-literacy programs have proven to positively affect both language proficiency and science knowledge. Because making connections is important in both text comprehension and understanding the disciplinary core ideas taug...
Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned [0.03%]
科学教师自我效能教学和知识 instrument 的修订版（SETAKIST-R）的建构验证：经验教训
Linda A Pruski,Sharon L Blanco,Rosemary A Riggs et al.
Linda A Pruski et al.
Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Ras...
Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry [0.03%]
探究式教学中对学生科学推理的认识：一种分类复杂推理的工具
Erin Dolan,Julia Grady
Erin Dolan
Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for r...