Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning

Ashlyn E. Pierson; Douglas B. Clark; Gregory J. Kelly

doi:10.1007/s11191-019-00070-0

Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning

Ashlyn E. Pierson, Douglas B. Clark, Gregory J. Kelly

College of Education

Research output: Contribution to journal › Editorial › peer-review

9 Scopus citations

Original language	English (US)
Pages (from-to)	833-841
Number of pages	9
Journal	Science and Education
Volume	28
Issue number	8
DOIs	https://doi.org/10.1007/s11191-019-00070-0
State	Published - Oct 1 2019

All Science Journal Classification (ASJC) codes

Education

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10.1007/s11191-019-00070-0

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title = "Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning",

author = "Pierson, {Ashlyn E.} and Clark, {Douglas B.} and Kelly, {Gregory J.}",

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AU - Kelly, Gregory J.

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Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning

All Science Journal Classification (ASJC) codes

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