Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches von Ke, Li, Schwarz, Christina V.

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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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“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science von Haverly, Christa, Calabrese Barton, Angela, Schwarz, Christina V., Braaten, Melissa

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Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice von Schwarz, Christina V., Ke, Li, Salgado, Michelle, Manz, Eve

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Longitudinal investigation of primary inservice teachers' modelling the hydrological phenomena von Vo, Tina, Forbes, Cory, Zangori, Laura, Schwarz, Christina V.

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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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Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction von Forbes, Cory T., Zangori, Laura, Schwarz, Christina V.

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Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching von Schwarz, Christina V, Gwekwerere, Yovita N

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Undergraduate Chemistry and Biology Students’ Use of Causal Mechanistic Reasoning to Explain and Predict Preferential Protein–Ligand Binding Activity von Franovic, Clare G.-C., Noyes, Keenan, Stoltzfus, Jon R., Schwarz, Christina V., Long, Tammy M., Cooper, Melanie M.

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Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention von Zangori, Laura, Vo, Tina, Forbes, Cory T., Schwarz, Christina V.

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A Deep Look into Designing a Task and Coding Scheme through the Lens of Causal Mechanistic Reasoning von Noyes, Keenan, Carlson, Clare G, Stoltzfus, Jon R, Schwarz, Christina V, Long, Tammy M, Cooper, Melanie M

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Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling von Zangori, Laura, Forbes, Cory T., Schwarz, Christina V.

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Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary teachers' conceptions and practices von Vo, Tina, Forbes, Cory T., Zangori, Laura, Schwarz, Christina V.

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Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses von Shiroda, Megan, Franovic, Clare G-C, de Lima, Joelyn, Noyes, Keenan, Babi, Devin, Beltran-Flores, Estefany, Kesh, Jenna, McKay, Robert L, Persson-Gordon, Elijah, Cooper, Melanie M, Long, Tammy M, Schwarz, Christina V, Stoltzfus, Jon R

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The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling Throughout a Model-Based Curriculum Unit von Baek, Hamin, Schwarz, Christina V.

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Mid- to long-term results after bipolar radial head arthroplasty von Burkhart, Klaus Josef, MD, Mattyasovszky, Stefan G., MD, Runkel, Martin, MD, PhD, Schwarz, Christina, Küchle, Raphael, MD, PhD, Hessmann, Martin H., MD, PhD, Rommens, Pol M., MD, PhD, Müller, Lars P., MD, PhD

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Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry von Schwarz, Christina

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Night myopia studied with an adaptive optics visual analyzer von Artal, Pablo, Schwarz, Christina, Cánovas, Carmen, Mira-Agudelo, Alejandro

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Night myopia is reduced in binocular vision von Chirre, Emmanuel, Prieto, Pedro M, Schwarz, Christina, Artal, Pablo

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Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification von Bierema, Andrea M.-K, Schwarz, Christina V, Stoltzfus, Jon R

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