Leema Berland
Leema Berland
Dirección de correo verificada de wisc.edu
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Making sense of argumentation and explanation
LK Berland, BJ Reiser
Science education 93 (1), 26-55, 2009
8622009
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts
LK Berland, KL McNeill
Science Education 94 (5), 765-793, 2010
5102010
Framing for scientific argumentation
LK Berland, D Hammer
Journal of research in science teaching 49 (1), 68-94, 2012
4032012
Epistemologies in practice: Making scientific practices meaningful for students
LK Berland, CV Schwarz, C Krist, L Kenyon, AS Lo, BJ Reiser
Journal of Research in Science Teaching 53 (7), 1082-1112, 2016
3242016
Classroom communities' adaptations of the practice of scientific argumentation
LK Berland, BJ Reiser
Science Education 95 (2), 191-216, 2011
3142011
For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson.
LK Berland, KL McNeill
Science Education 96 (5), 808-813, 2012
1412012
Confusing claims for data: A critique of common practices for presenting qualitative research on learning
D Hammer, LK Berland
Journal of the Learning Sciences 23 (1), 37-46, 2014
1332014
Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards
E Miller, E Manz, R Russ, D Stroupe, L Berland
Journal of Research in Science Teaching 55 (7), 1053-1075, 2018
1302018
Engaging students in the scientific practices of explanation and argumentation
BJ Reiser, LK Berland, L Kenyon
The Science Teacher 79 (4), 34, 2012
1272012
Explaining variation in how classroom communities adapt the practice of scientific argumentation
LK Berland
Journal of the Learning Sciences 20 (4), 625-664, 2011
1092011
Designing for STEM integration
LK Berland
Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 3, 2013
872013
In pursuit of consensus: Disagreement and legitimization during small-group argumentation
LK Berland, VR Lee
International Journal of Science Education 34 (12), 1857-1882, 2012
802012
High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content
L Berland, R Steingut, P Ko
Journal of Science Education and Technology, 1-16, 2014
622014
What is (or should be) scientific evidence use in k‐12 classrooms?
KL McNeill, L Berland
Journal of Research in Science Teaching 54 (5), 672-689, 2017
582017
Students’ framings and their participation in scientific argumentation
LK Berland, D Hammer
Perspectives on scientific argumentation, 73-93, 2012
402012
Math, science, and engineering integration in a high school engineering course: A qualitative study
CG Valtorta, LK Berland
Journal of Pre-College Engineering Education Research (J-PEER) 5 (1), 3, 2015
392015
Using a learning progression to inform scientific argumentation in talk and writing
LK Berland, KL McNeill
Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, 2009
372009
Student learning in challenge-based engineering curricula
LK Berland, TH Martin, P Ko, SB Peacock, JJ Rudolph, C Golubski
Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 5, 2013
332013
Epistemological trade‐offs: Accounting for context when evaluating epistemological sophistication of student engagement in scientific practices
L Berland, K Crucet
Science Education 100 (1), 5-29, 2016
312016
Understanding the composite practice that forms when classrooms take up the practice of scientific argumentation
LK Berland
Dissertation -- ProQuest, 2008
242008
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Artículos 1–20