Guiding Explanation Construction by Children at the Entry Points of Learning Progressions.

By Nancy Butler Songer, Amelia Wenk Gotwals. 2012

112 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8f609adf776164c9ae06b052fb61d90ddb355548

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. Tanya S. Wright
5. Amelia Wenk Gotwals
6. Eve Manz

In Education

1. Jessica J. Thompson
2. Hosun Kang
3. Mark Windschitl
4. Tanya S. Wright
5. Amelia Wenk Gotwals
6. Eve Manz
7. Elizabeth A. Davis
8. B. Crawford

In Experimental and Cognitive Psychology

1. Mark Windschitl
2. Jessica J. Thompson
3. Hosun Kang
4. Amelia Wenk Gotwals

Citations in the corpus

• Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “While this framework works well with older students, it can pose challenges even for upper-elementary students (e.g., Songer & Gotwals, 2012).”
• Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, methodology): “For example, Songer and Gotwals (2012) investigated how “scaffold-rich assessments” support young students’ explanations.”