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

Jeanne L. Brunner, University of Massachusetts - Amherst

Does It Work in the Real World? Implementing an Extracurricular Science Intervention - Julia Schiefer, University of Tübingen; Jessika Golle, University of Tübingen; Maike Tibus, University of Tübingen; Ulrich Trautwein, University of Tubingen; Kerstin Oschatz, University of Tübingen

Effectiveness of Educative Features in Teachers' Guides for Nature of Science Read-Alouds - Jeanne L. Brunner, University of Massachusetts - Amherst

Examining the Impact of a Modeling Enhanced Water Unit on Third-Grade Students' Scientific Explanations - Tina Vo, University of Nebraska - Lincoln; Devarati Bhattacharya, University of Minnesota; Benjamin F. Baumfalk, University of Nebraska - Lincoln; Greg W. Welch, University of Nebraska; Cory T. Forbes, University of Nebraska - Lincoln

How Does Content Knowledge Predict Ability to Engage in Scientific Argumentation? - Jonathon Grooms, The George Washington University

Knowledge in Pieces: Implications for Design - Lana Marie Minshew, University of North Carolina - Chapel Hill; Kelly Johnson Barber-Lester, University of North Carolina - Chapel Hill; Sharon Derry, University of North Carolina - Chapel Hill; Janice L. Anderson, University of North Carolina - Chapel Hill

Students' Disciplinary Beliefs in the Context of Argumentation - Julia Schwanewedel, Humboldt Universität zu Berlin; Patricia Heitmann, Humboldt University - Berlin; Martin Hecht, Humboldt University - Berlin; Ronny Scherer, University of Oslo