Vol.24No.32021
Understanding, Current Status, and Future Directions for Epistemic Practices in STEM+CS Education
Kyong Mi Choi , Brian Hand
24131-136, 2021
Interdisciplinary Knowledge for Teaching: A Model for Epistemic Support in Elementary Classrooms
Sarah Lilly , Jennifer L. Chiu , Kevin W. Mcelhaney
24137-173, 2021
A Meta-Analytic Review of the Effectiveness of the Science Writing Heuristic Approach on Academic Achievement in Turkey
Yejun Bae , Ercin Sahin
24175-199, 2021
Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom
Anne Estapa , Kristina M. Tank , Michael Dupont
24201-228, 2021
Two Beginning Teachers’ Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction
Byungeun Pak
24229-254, 2021
Problem Posing in the Instruction of Proof: Bridging Everyday Lesson and Proof
Hangil Kim
24255-278, 2021