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

Research output: Contribution to journalEditorial

Original languageEnglish (US)
Pages (from-to)833-841
Number of pages9
JournalScience and Education
Volume28
Issue number8
DOIs
StatePublished - Oct 1 2019

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science
learning

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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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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language = "English (US)",
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issn = "0926-7220",
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Learning Progressions and Science Practices : Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning. / Pierson, Ashlyn E.; Clark, Douglas B.; Kelly, Gregory J.

In: Science and Education, Vol. 28, No. 8, 01.10.2019, p. 833-841.

Research output: Contribution to journalEditorial

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AU - Clark, Douglas B.

AU - Kelly, Gregory J.

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DO - 10.1007/s11191-019-00070-0

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