Making sense of argumentation and explanation von Kuhn Berland, Leema, Reiser, Brian J

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Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work von Reiser, Brian J.

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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners von Schwarz, Christina V., Reiser, Brian J., Davis, Elizabeth A., Kenyon, Lisa, Achér, Andres, Fortus, David, Shwartz, Yael, Hug, Barbara, Krajcik, Joe

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Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry von Sandoval, William A, Reiser, Brian J

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Epistemologies in practice: Making scientific practices meaningful for students von Berland, Leema K., Schwarz, Christina V., Krist, Christina, Kenyon, Lisa, Lo, Abraham S., Reiser, Brian J.

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Classroom communities' adaptations of the practice of scientific argumentation von Berland, Leema K, Reiser, Brian J

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Reasoning across ontologically distinct levels: Students' understandings of molecular genetics von Duncan, Ravit Golan, Reiser, Brian J.

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Connecting student interests and questions with science learning goals through project-based storylines von Penuel, William R., Reiser, Brian J., McGill, Tara A. W., Novak, Michael, Van Horne, Katie, Orwig, Allysa

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Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy von Krajcik, Joseph, McNeill, Katherine L, Reiser, Brian J

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Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study von Alzen, Jessica L., Edwards, Kelsey, Penuel, William R., Reiser, Brian J., Passmore, Cynthia, Griesemer, Chris D., Zivic, Aliza, Murzynski, Christina, Buell, Jason Y.

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Policy implementation and cognition: Reframing and refocusing implementation research von Spillane, James P, Reiser, Brian J, Reimer, Todd

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Beyond Comparisons of Online Versus Face-to-Face PD: Commentary in Response to Fishman et al., “Comparing the Impact of Online and Face-to-Face Professional Development in the Cont... von Moon, Jean, Passmore, Cynthia, Reiser, Brian J., Michaels, Sarah

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Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts von Sherin, Bruce, Reiser, Brian J., Edelson, Daniel

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A Scaffolding Design Framework for Software to Support Science Inquiry von Quintana, Chris, Reiser, Brian J., Davis, Elizabeth A., Krajcik, Joseph, Fretz, Eric, Duncan, Ravit Golan, Kyza, Eleni, Edelson, Daniel, Soloway, Elliot

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Motivating Three-Dimensional Learning From Students’ Questions von McGill, Tara A.W., Housman, Gail, Reiser, Brian J.

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Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State von Reiser, Brian J., Michaels, Sarah, Moon, Jean, Bell, Tara, Dyer, Elizabeth, Edwards, Kelsey D., McGill, Tara A. W., Novak, Michael, Park, Aimee

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Explaining Behavior Through Observational Investigation and Theory Articulation von Smith, Brian K., Reiser, Brian J.

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Engaging Students in the Scientific Practices of Explanation and Argumentation von Reiser, Brian J., Berland, Leema K., Kenyon, Lisa

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Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding A Framework for K—12 Science Education von Reiser, Brian J., Berland, Leema K., Kenyon, Lisa

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Helping Students Use Crosscutting Concepts to Guide Sensemaking of Anchoring Phenomena von Vick, Nicole, Novak, Michael J., Voss, Daniel C., Reiser, Brian J., Rivet, Ann E.

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