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Nancy Butler Songer
Researcher at University of Michigan
Publications - 53
Citations - 4464
Nancy Butler Songer is an academic researcher from University of Michigan. The author has contributed to research in topics: Science education & Learning sciences. The author has an hindex of 25, co-authored 51 publications receiving 4263 citations. Previous affiliations of Nancy Butler Songer include University of Colorado Boulder & Drexel University.
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Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
TL;DR: This paper investigated the role of text coherence in the comprehension of science texts and found that readers who know little about the domain of the text benefit from a coherent text, whereas high-knowledge readers benefit from minimally coherent text.
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How do students' views of science influence knowledge integration?
TL;DR: This article found that students with dynamic views acquired more integrated understanding than those with static views, while students with mixed beliefs held some static and some dynamic views, and the relationship between views of science and acquisition of integrated understanding of thermodynamics was examined.
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Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge?
TL;DR: This paper brought diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction.
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Making authentic science accessible to students
Hee-Sun Lee,Nancy Butler Songer +1 more
TL;DR: In this paper, the authors investigated how inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems and found that real-world situations that mapped closely onto students' content understandings, rather than those with naturally occurring complex patterns, helped students perform inquiry.
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Student Motivation and Internet Technology: Are Students Empowered to Learn Science?
TL;DR: The Kids as Global Scientists (KGS) project as mentioned in this paper engaged students in the study of atmospheric science through the use of current imagery and on-line communication in a reform-minded, inquiry-based curricular program.