Research output per year
Research output per year
Search results
-
2023
Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models
Park, B. Y., Campbell, T., Kelly, M., Gray, R., Arnold, C., Chadwick, C., Cisneros, L. M., Dickson, D., Moss, D. M., Rodriguez, L., Volin, J. C. & Willig, M. R., 2023, In: Research in Science and Technological Education. 41, 3, p. 983-1007 25 p.Research output: Contribution to journal › Article › peer-review
1 Scopus citations -
Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development
Castagno, A. E., Dass, P. M., Joseph, D. H., Keene, C. & Macias, C., Aug 2023, In: Education Sciences. 13, 8, 825.Research output: Contribution to journal › Article › peer-review
Open Access -
Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory
Barnes, E. R., Gray, R. & Grinath, A. S., Jan 2023, In: Science Education. 107, 1, p. 89-123 35 p.Research output: Contribution to journal › Article › peer-review
-
2022
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit
Gray, R., Rogan-Klyve, A. & Canipe, M. M., Mar 2022, In: Science Education. 106, 2, p. 312-334 23 p.Research output: Contribution to journal › Article › peer-review
2 Scopus citations -
2019
Representing scientific activity: Affordances and constraints of central design and enactment features of a model-based inquiry unit
Campbell, T., Gray, R. & Fazio, X., Dec 1 2019, In: School Science and Mathematics. 119, 8, p. 475-486 12 p.Research output: Contribution to journal › Article › peer-review
2 Scopus citations -
2018
Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit
Gray, R. & Rogan-Klyve, A., Jul 24 2018, In: International Journal of Science Education. 40, 11, p. 1345-1366 22 p.Research output: Contribution to journal › Article › peer-review
13 Scopus citations -
2014
The distinction between experimental and historical sciences as a framework for improving classroom inquiry
Gray, R., Mar 2014, In: Science Education. 98, 2, p. 327-341 15 p.Research output: Contribution to journal › Article › peer-review
Open Access32 Scopus citations -
The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics
Gray, R. & Kang, N. H., Jan 2014, In: International Journal of Science Education. 36, 1, p. 46-65 20 p.Research output: Contribution to journal › Article › peer-review
24 Scopus citations