TAKING SCIENCE TO SCHOOL: LEARNING AND TEACHING SCIENCE IN GRADES K-8

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Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, unknown): “When the outcomes of their work are not predetermined, students must make decisions such as how to interpret their data, when to track down an anomaly and when to ignore it as “noise,” or when results are sufﬁciently convincing to draw conclusions (Duschl et al ., 2007; Quinn et al ., 2011).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “However, the present study does support past empirical results showing that there is a developmental trend such that older students report more sophisticated epistemic beliefs (Pintrich, 2002). One caution regarding this grade level difference should be noted, however. Because grade level and scienc”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “This is problematic because of the centrality of understanding the claim-plus-evidence structure of scientific arguments and explanations of natural phenomena (Duschl et al., 2007).”
Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “Chief among these is the attitude that data and evidence hold a primary position in deciding any issue (Duschl et al. 2007, p. 27) Data lie at the heart of scientific and mathematical pursuits.”