オープン アクセスを義務付けられた論文 - Andrew Elby詳細
一般には非公開: 3 件
Beyond empirical adequacy: Learning progressions as models and their value for teachers
AC Alonzo, A Elby
Cognition and Instruction 37 (1), 1-37, 2019
委任: US National Science Foundation
Reframing the responsiveness challenge: A framing-anchored explanatory framework to account for irregularity in novice teachers’ attention and responsiveness to student thinking
J Richards, A Elby, MJ Luna, AD Robertson, DM Levin, CG Nyeggen
Cognition and Instruction 38 (2), 116-152, 2020
委任: US National Science Foundation
The Interplay of Curricular Knowledge and Perceived Agency of Pre-service Physics Teachers in Vienna and Tokyo
MM Hull, H Uematsu, A Elby
Teaching and Learning Physics Effectively in Challenging Times, 269-280, 2024
委任: US National Science Foundation
一般公開: 28 件
Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare
TM Philip, A Gupta, A Elby, C Turpen
Journal of the Learning Sciences 27 (2), 183-223, 2018
委任: US National Science Foundation
Zooming out from the struggling individual student: An account of the cultural construction of engineering ability in an undergraduate programming class
S Secules, A Gupta, A Elby, C Turpen
Journal of Engineering Education 107 (1), 56-86, 2018
委任: US National Science Foundation
Mathematical sense-making in quantum mechanics: An initial peek
BW Dreyfus, A Elby, A Gupta, ER Sohr
Physical Review Physics Education Research 13 (2), 020141, 2017
委任: US National Science Foundation
Exploring the entanglement of personal epistemologies and emotions in students’ thinking
A Gupta, A Elby, BA Danielak
Physical Review Physics Education Research 14 (1), 010129, 2018
委任: US National Science Foundation
Assessing mathematical sensemaking in physics through calculation-concept crossover
E Kuo, MM Hull, A Elby, A Gupta
Physical Review Physics Education Research 16 (2), 020109, 2020
委任: US National Science Foundation
Connecting self-efficacy and views about the nature of science in undergraduate research experiences
GM Quan, A Elby
Physical Review Physics Education Research 12 (2), 020140, 2016
委任: US National Science Foundation
Splits in students’ beliefs about learning classical and quantum physics
BW Dreyfus, JR Hoehn, A Elby, ND Finkelstein, A Gupta
International Journal of STEM Education 6, 1-16, 2019
委任: US National Science Foundation
The nature of student thinking and its implications for the use of learning progressions to inform classroom instruction
A Alonzo, A Elby
Boulder, CO: International Society of the Learning Sciences, 2014
委任: US Institute of Education Sciences
Narrative co-construction of stances towards engineers’ work in socio-technical contexts
A Gupta, C Turpen, T Philip, A Elby
Critical, transdisciplinary and embodied approaches in STEM education, 251-272, 2019
委任: US National Science Foundation
Interactions between disciplinary practice and joint work in undergraduate physics research experiences
GM Quan, C Turpen, A Elby
Physical Review Physics Education Research 14 (2), 020124, 2018
委任: US National Science Foundation
How curriculum developers’ cognitive theories influence curriculum development
A Boudreaux, A Elby
Physical Review Physics Education Research 16 (2), 020144, 2020
委任: US National Science Foundation
Teachers’ conceptualizations of computational and mathematical thinking
MW Walton, A Elby, JS Fofang, D Weintrop
International Conference of the Learning Sciences, 2022
委任: US National Science Foundation
Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teams
C Turpen, A Gupta, J Radoff, A Elby, H Sabo, G Quan
委任: US National Science Foundation
Analyzing identity trajectories within the physics community
GM Quan, C Turpen, A Elby
Physical Review Physics Education Research 18 (2), 020125, 2022
委任: US National Science Foundation
The dynamics of perspective-taking in discussions on socio-technical issues
A Gupta, A Elby, CA Turpen, TM Philip
2016 ASEE Annual Conference & Exposition, 2016
委任: US National Science Foundation
Examining how engineering educators produce, reproduce, or challenge meritocracy and technocracy in pedagogical reasoning
CA Turpen, J Radoff, A Gupta, H Sabo, A Elby
2019 ASEE Annual Conference & Exposition, 2019
委任: US National Science Foundation
Assumptions matter! epistemological, ideological, and axiological aspects of assumptions that undergird collective reasoning about science, technology, and society
A Gupta, TM Philip, C Turpen, A Elby
The learning sciences in conversation, 181-191, 2022
委任: US National Science Foundation
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