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Baze, Christina; González-Howard, María; Sampson, Vic; Fenech, Mic; Crawford, Rich; Hutner, Todd; Chu, Lawrence; Hamilton, Xiaofen – Science Education, 2023
Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice-based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However,…
Descriptors: Engineering, Design, STEM Education, Middle School Students
Grapin, Scott E.; Pierson, Ashlyn; González-Howard, María; Ryu, Minjung; Fine, Caitlin; Vogel, Sara – Science Education, 2023
Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language…
Descriptors: Science Education, Multilingualism, STEM Education, Minority Group Students
Kang, Hosun; González-Howard, María – Science Education, 2022
These narratives explore what it might entail to begin school-university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school-university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the…
Descriptors: College School Cooperation, Partnerships in Education, Social Change, Science Education
González-Howard, María; McNeill, Katherine L. – Science Education, 2020
The various types of interactions that students carry out when engaged in scientific argumentation function together to move forward developing ideas and support sensemaking. As such, incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, being positioned, and…
Descriptors: Persuasive Discourse, Epistemology, Criticism, Science Education
González-Howard, María – Science Education, 2019
Supporting student engagement in science practices requires rethinking how classroom learning occurs, specifically in terms of the interactions that help students build their own knowledge. The types of student-driven exchanges fundamental to the science practice of argumentation differ greatly from traditional classroom interactions. To help…
Descriptors: Social Networks, Network Analysis, Interaction, Persuasive Discourse
McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Science Education, 2017
Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers' enactments of an educative science curriculum and their curricular decision making for argumentation. Ten middle…
Descriptors: Science Teachers, Science Curriculum, Persuasive Discourse, Epistemology