Lisa Kenyon

TL;DR: In this paper, the authors present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners, including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice.

TL;DR: The Epistemologies in Practice (EIP) framework as discussed by the authors ) is a framework for characterizing how students can engage meaningfully in scientific practices, emphasizing the students' epistemic goals for their knowledge construction work and their epistemic understandings of how to engage in that work.

TL;DR: A Framework for K-12 Science Education as mentioned in this paper identifies eight science and engineering practices for teaching science in K -12 classrooms, which are: * Asking questions and defining problems * Developing and using models * Planning and carrying out investigations * Constructing explanations and designing solutions * Engaging in argument from evidence * Obtaining, evaluating, and communicating information

TL;DR: In this article, the authors have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling, such as engaging children in scientific practices.

TL;DR: For example, this paper found that 10th grade students held naive ideas prior to instruction and tracked their ideas through all the levels of each construct during the course of one academic year.