https://orcid.org/0000-0002-0386-1688
References
- Berland, M., Pelletier & Krajcik. 2017. In Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices edited by B. J. Reiser, , C. Passmore and C. Schwarz, 59–83. National Science Teachers Association.
- Levin, D., S. De La Paz, Y. Lee, and E. Nadal Escola. 2021. “Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments.” Learning Disabilities: A Multidisciplinary Journal 26 (1): 58–72. https://doi.org/10.18666/ldmj-2021-v26-i1-10380
- National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.
- Romine, W., A. Lannin, M. Kareem, and N. Singer. 2023. “Using Multi-Faceted Rasch Models to Understand Middle School Students’ Argumentation around Scenarios Grounded in Socio-Scientific Issues.” Advances in Applications of Rasch Measurement in Science Education, edited by X. Liu and W. Boone. Cham, Switzerland: Springer.
- Womack, A. J., E. Wulff, T. D. Sadler, and W. Romine. 2017. “Assessment of Next Generation Science Learning.” Paper Presentation at the National Association for Research in Science Teaching Annual Conference, San Antonio, TX.
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