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

Bryan A. Brown, Stanford University

Student Development and Use of Model-Based Explanations About Carbon Cycling and Climate Change - Laura Zangori, University of Missouri - Columbia; Mandy Peel, University of Missouri - Columbia; Andrew T Kinslow, University of Missouri - Columbia; Patricia J. Friedrichsen, University of Missouri - Columbia; Troy D. Sadler, University of Missouri - Columbia

Nature of Science Tasks as a Lens to Understand Students' Opportunities to Learn - Miray Tekkumru-Kisa, Florida State University; Hannah Hiester, Florida State University; Zahid Kisa, Florida State University

Exploring Elementary Teachers' Model-Based Science Instruction About Water: A Three-Year Longitudinal Multicase Study - Tina Vo, University of Nebraska - Lincoln; Cory T. Forbes, University of Nebraska - Lincoln; Laura Zangori, University of Missouri - Columbia; Christina V. Schwarz, Michigan State University

Active Retrieval and Peer Discourse Strategy: Whiteboarding Increases Deeper Understanding in a College Biology Course - Christine Lee Bae, Virginia Commonwealth University; Caron Inouye, California State University - East Bay; Kathryn N. Hayes, California State University - East Bay

What Is Right With the Wrong Answer? How Teacher Language Ideology Impacts Science Teaching - Bryan A. Brown, Stanford University; Catherine Lemmi, California State University - Chico; Andrew J. Wild, Stanford University; Lynne Zummo, Stanford University; Quentin Sedlacek, Stanford University

Effectiveness of the Teacher as Partner Approach in Developing Scientific Practices and Self-Efficacy: Quasi-Experimental Evidence - Tali Sabag, Carasso Science Park; Iris Tabak, Ben-Gurion University of the Negev