CONTENT

Print ISSN 1226-6191|Online ISSN 2287-9943

home

Archives →

Vol.24No.32021
Understanding, Current Status, and Future Directions for Epistemic Practices in STEM+CS Education
Interdisciplinary Knowledge for Teaching: A Model for Epistemic Support in Elementary Classrooms
A Meta-Analytic Review of the Effectiveness of the Science Writing Heuristic Approach on Academic Achievement in Turkey
Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom
Two Beginning Teachers’ Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction
Problem Posing in the Instruction of Proof: Bridging Everyday Lesson and Proof