Learning Progressions and Science Practices

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

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

Research output: Contribution to journalEditorial

Original languageEnglish (US)
JournalScience and Education
DOIs
StateAccepted/In press - Jan 1 2019

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{54115c805a3440c1b9a5e0b7ad59793a,
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 John}",
year = "2019",
month = "1",
day = "1",
doi = "10.1007/s11191-019-00070-0",
language = "English (US)",
journal = "Science and Education",
issn = "0926-7220",
publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Learning Progressions and Science Practices

T2 - Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning

AU - Pierson, Ashlyn E.

AU - Clark, Douglas B.

AU - Kelly, Gregory John

PY - 2019/1/1

Y1 - 2019/1/1

UR - http://www.scopus.com/inward/record.url?scp=85072042715&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85072042715&partnerID=8YFLogxK

U2 - 10.1007/s11191-019-00070-0

DO - 10.1007/s11191-019-00070-0

M3 - Editorial

JO - Science and Education

JF - Science and Education

SN - 0926-7220

ER -