Copertina

Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation

Fuente: Wiley Open Access

Salvato in:

Dettagli Bibliografici
Autori principali:	Jongchan Park, Ying‐Chih Chen, Michelle Jordan, Emily Starrett, Carlos Meza‐Torres
Natura:	Artículo Open Access
Pubblicazione:	Wiley 2026
Soggetti:	Journal of Research in Science Teaching
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties
di: Ying‐Chih Chen, et al.
Pubblicazione: (2024)

Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum
di: Emily Adah Miller, et al.
Pubblicazione: (2025)

Elementary Students' Metacognitive Knowledge of Epistemic Criteria
di: Danielle Murphy, et al.
Pubblicazione: (2025)

Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
di: Marko Telenius, et al.
Pubblicazione: (2025)

Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources
di: Xiaoyu Tang, et al.
Pubblicazione: (2025)

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

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

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

Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?
di: Lulu Garah, et al.
Pubblicazione: (2025)

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

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

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

Instructional Modules Integrated With a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity
di: Meng‐Tzu Cheng, et al.
Pubblicazione: (2026)

“There is a Place for Us Here”: Exploring Sex, Gender, Reproduction, Sexual Behavior, and Orientation Narratives Supporting Students With Queer Genders in Biology Courses
di: Sarah L. Eddy, et al.
Pubblicazione: (2026)

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

Preservice Teachers' Professional Development for Implementing Differentiated Instruction in Science Education: An Embedded Case Study
di: Tessa Slim, et al.
Pubblicazione: (2026)

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

Issue Information
Pubblicazione: (2026)

STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
di: Okhee Lee, et al.
Pubblicazione: (2025)

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
di: Ti'Era Worsley, et al.
Pubblicazione: (2024)

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

Issue Information
Pubblicazione: (2024)

A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning
di: Fatma Yaman, et al.
Pubblicazione: (2025)

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

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

Issue Information
Pubblicazione: (2024)

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

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

Critical Language Awareness and Educational Dignity in Science Teacher Preparation
di: Luis E. Poza, et al.
Pubblicazione: (2026)

Issue Information
Pubblicazione: (2024)

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

Negotiating Science‐in‐the‐Wild
di: Douglas Allchin, et al.
Pubblicazione: (2026)

Issue Information
Pubblicazione: (2026)

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

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

The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study
di: Richard Brock, et al.
Pubblicazione: (2025)

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

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

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

Issue Information
Pubblicazione: (2025)