Cover Image

The role of achievement goals in productive collaborative argumentation

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Xiaoshan Li, Chong Peng
Format:	Artículo Open Access
Published:	Wiley 2024
Subjects:	Journal of Research in Science Teaching
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
by: Phil Seok Oh, et al.
Published: (2024)

The role of equitable classroom cultures for supporting interest in science
by: Corinne Singleton, et al.
Published: (2024)

Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition
by: Tamera Jones, et al.
Published: (2024)

The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers
by: Carly A. Busch, et al.
Published: (2024)

Deciphering the role of epistemic injustice in school‐based citizen science: Sources, implications, and possible ways for mitigation
by: Osnat Atias, et al.
Published: (2024)

I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys
by: Ti'Era Worsley, et al.
Published: (2024)

The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐16
by: Xiaofang Sun, et al.
Published: (2025)

Advancing Science Education Research Together (2020–2025): A Final JRST Editorial
by: Troy D. Sadler, et al.
Published: (2026)

A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence
by: Yizhu Gao, et al.
Published: (2025)

Issue Information
Published: (2024)

Students' situational engagement profiles in formal and informal science learning environments
by: Patrick N. Beymer, et al.
Published: (2024)

Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness
by: Diana Bonilla, et al.
Published: (2024)

Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework
by: Okhee Lee, et al.
Published: (2024)

TRANSforming language use in science education through trans and queer studies
by: Ayça K. Fackler, et al.
Published: (2024)

Issue Information
Published: (2024)

Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi
by: Sharday N. Ewell, et al.
Published: (2024)

Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach
by: Lihua Tan, et al.
Published: (2024)

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
by: Tim Hartelt, et al.
Published: (2024)

Issue Information
Published: (2024)

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development
by: Alvir S. Sangha, et al.
Published: (2024)

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study
by: Maggie S. Mahmood, et al.
Published: (2024)

Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective
by: Ayodele Abosede Ogegbo, et al.
Published: (2024)

“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning
by: Ella Yonai, et al.
Published: (2024)

Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom
by: Moriah Ariely, et al.
Published: (2024)

Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom
by: Jaimie Miller‐Friedmann, et al.
Published: (2024)

Issue Information
Published: (2024)

Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education
by: Stefanie L. Marshall, et al.
Published: (2024)

Preparing students for the modern information landscape and navigating science–technology–society issues
by: Jerrid Kruse, et al.
Published: (2024)

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity
by: Scott E. Grapin, et al.
Published: (2024)

Unveiling effectiveness: A meta‐analysis of professional development programs in science education
by: Hyesun You, et al.
Published: (2024)

Issue Information
Published: (2024)

Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar
by: Zahra Hazari, et al.
Published: (2024)

“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors
by: Madison R. Payne, et al.
Published: (2024)

Toward a system of gesture–speech relations in elementary science teaching
by: Zhenzhen Zhang, et al.
Published: (2024)

Exploring science teachers' efforts to frame phenomena in the community
by: Heather F. Clark, et al.
Published: (2024)

A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
by: Cecilia Caiman, et al.
Published: (2024)

Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering
by: Minghui Sun, et al.
Published: (2024)

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability
by: Alexandra Okada
Published: (2024)

Students' awareness and conceptions of science‐related communication mechanisms on social media
by: Soraya Kresin, et al.
Published: (2024)

People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations
by: Yael Rozenblum, et al.
Published: (2024)