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Table of Contents


Utilizing Concrete Manipulatives in Contextually Distinct Situations to Assess Middle School Students’ Meanings of Force PDF
Gokhan Ozdemir
The Art of Teacher Talk: Examining Intersections of the Strands of Scientific Proficiencies and Inquiry PDF
Jennifer K LeBlanc, Baki Cavlazoglu, Stephen C Scogin, Carol L Stuessy
Pre-service Elementary Teachers’ Conceptions of Counterexamples PDF
Zulfiye Zeybek
How do freshman engineering students reflect an online calculus course? PDF
Burcak Boz, Muge Adnan
Prospective teachers’ knowledge on middle school students’ possible descriptions of integers PDF
Aysenur Kubar, Erdinc Cakıroglu
Developing a useful and integrative STEM disciplinary language PDF
Robert M. Capraro, Luciana R. Barroso, Sandra Nite, Devyn Rice, Yvonna Lincoln, Jamaal Young, Jemimah Young
Evaluating the (Mis)Alignment of the Intended to the Assessed Curriculum for the U.S.: Implications for the Common Core State Standards for Mathematics PDF
Pooja Shivraj
Exploring Pre-Service Elementary Science Teachers’ Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test PDF
Mehmet Aydeniz, Kader Bilican, Zubeyde Demet Kirbulut
Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation PDF
Ayberk Bostan Sarioglan, Huseyin Kucukozer
Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry PDF
George Zhou, Judy Xu
The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue PDF
Nejla Atabey, Mustafa Sami Topcu
Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors PDF
Theodore R. Hodgson, Abby Cunningham, Daniel McGee, Lenore Kinne, Teri Jo Murphy
Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling PDF
Arzu Aydogan Yenmez, Ayhan Kursat Erbas, Cengiz Alacaci, Erdinc Cakiroglu, Bulent Cetinkaya

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ISSN: 2147-611X