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The purpose of this assessment probe is to elicit beginning ideas about forces. The probe is designed to reveal whether students generally identify forces as pushes and pulls.
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Preservice Science Teachers Practice Teaching Online through 4E Instructional Model
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This article is prepared as part of a “Practice Teaching in Science” course of a teacher education program aiming for developing prospective science teachers’ teaching through inquiry-based instruction involving…
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Shifting From Learning About to Figuring Out
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Mapping Vocabulary Onto Student Sense-Making
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A Flipped Classroom Approach and Digital Learning in an Undergraduate Molecular Biology Course
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Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-…
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Using Summary Tables to Support Students’ Explanations of Science Phenomena
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Solutions-Focused Sustainable Development Education Through Biomimicry
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The purpose of this assessment probe is to elicit students’ ideas about Earth’s natural resources. The probe is designed to find out if students can distinguish between renewable and nonrenewable natural resources.
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The purpose of this assessment probe is to elicit students’ ideas about decay and decomposers. The probe can be used to determine whether students recognize the need for a biological agent to break down once-living…
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