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Designing knowledge representations for learning epistemic practices of science

, , , , and . annual meeting of AERA, New Orleans, USA, (2000)

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Designing knowledge representations for learning epistemic practices of science, , , , and . annual meeting of AERA, New Orleans, USA, (2000)Secondary Teachers' Emergent Understanding of Teaching Science Practices., , , and . ICLS, International Society of the Learning Sciences, (2016)Children's Use of Inscriptions in Written Arguments About Socioscientific Issues., and . ICLS, International Society of the Learning Sciences, (2014)The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and Argumentation., , , , , , , , , and . ICLS, International Society of the Learning Sciences, (2014)Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science., , , , , , , , , and 3 other author(s). ICLS, International Society of the Learning Sciences, (2018)Seeing and supporting identity development in science education., , , , , , and . ICLS (3), page 214-220. International Society of the Learning Sciences, (2008)High School Students' Epistemic Engagement in Producing Documentaries about Public Science Concerns., , and . ICLS, International Society of the Learning Sciences, (2012)Situating epistemological development.. ICLS, International Society of the Learning Sciences, (2012)Disentangling conceptual and epistemic influences on scientific explanation., , , , and . ICLS, page 492-493. International Society of the Learning Sciences / ACM DL, (2010)Developing Learning Theory by Refining Conjectures Embodied in Educational Designs. Educational Psychologist, 39 (4): 213-223 (2004)