Division C - Learning and Instruction / Division C - Section 1d: Science

Yilmaz Kara, California State University - Long Beach

Using Contextualized Written Tasks to Assess Differences in Epistemological Framing - Brandy L.E. Buckingham, Northwestern University; Brian J. Reiser, Northwestern University

Secondary Science Teachers' Implementation of Formative Assessments in a Learning Progression–Based Environmental Science Curriculum - Stacey L. Carpenter, University of California - Santa Barbara; Tobias Irish, Willamette University; Katherine Joy Nilsen, University of San Diego; Julie Bianchini, University of California - Santa Barbara

Fostering Model-Based Learning of Human Body Systems During Simulation-Based Investigations - Barbara C. Buckley, WestEd; Daniel Brenner, WestEd; George E. DeBoer, American Association for the Advancement of Science; Andrew Grillo-Hill, WestEd; Kim Luttgen, WestEd

Effect of Prior Knowledge on Inquiry in the 2009 NAEP Science Interactive Computer Task - Jung Aa Moon, Educational Testing Service; Janet Koster van Groos, Educational Testing Service; Johnny Lin, University of California - Los Angeles

Item Format, Cognitive Domain, and Gender Interaction in TIMSS (Trends in International Mathematics and Science Study) 2011 Science Results - Pey-Yan Liou, National Central University - Graduate Institute of Learning and Instruction; Okan Bulut, University of Alberta