Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment

By April Cordero Maskiewicz, Vickie Winters. 2012

106 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/608910e33d63a004573f989d579abb952868c744

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jessica J. Thompson
2. Hosun Kang
3. Mark Windschitl
4. David M. Hammer
5. Lama Z. Jaber
6. David Stroupe
7. Eve Manz
8. Julie Gainsburg

In Education

1. Mark Windschitl
2. Jessica J. Thompson
3. Hosun Kang
4. Lama Z. Jaber
5. David M. Hammer
6. Eve Manz
7. Julie Gainsburg
8. Andrew Elby

Citations in the corpus

• Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, background): “Frames, however, are not simply “given” for students (Hand et al., 2012; see Maskiewicz & Winters, 2012); instead frames are negotiated and co-constructed between a teacher and students, each of whom comes in with their own framing (e.g., what it means to do activities in science classroom), and…”
• Engaging in Science: A Feeling for the Discipline (2016, background): “The research studied various aspects of student progress in inquiry and conceptual understanding (Hammer et al., 2012; Sikorski, 2012; Weller & Finkelstein, 2011) as well as aspects of teacher progress in responsiveness (Lineback, 2012, 2014; Maskiewicz & Winters, 2012).”