STEM education
Cunningham CM, Kelly GJ.
GSID: 7wniLbgMASMJ
JD Hertel, CM Cunningham, GJ Kelly - International Journal of …, 2017 - Taylor & Francis
Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students' engineering …
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Hertel, J. D., Cunningham, C. M., & Kelly, G. J. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education, 39(9), 1194-1217.
Hertel, Jonathan D., Christine M. Cunningham, and Gregory J. Kelly. "The roles of engineering notebooks in shaping elementary engineering student discourse and practice." International Journal of Science Education 39.9 (2017): 1194-1217.
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Kelly GJ, Licona P.
GSID: yN7ApA9tlXkJ
GJ Kelly, P Licona - History, philosophy and science teaching, 2018 - Springer
… we consider three types of curricula, science as inquiry (Kelly 2014b), engineering education (… To engage in geological inquiry students need to draw from specific epistemic practices … should be part of the pedagogy for science and engineering...
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Kelly, G. J., & Licona, P. (2018). Epistemic practices and science education. In History, philosophy and science teaching (pp. 139-165). Springer, Cham.
Kelly, Gregory J., and Peter Licona. "Epistemic practices and science education." History, philosophy and science teaching. Springer, Cham, 2018. 139-165.
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Kelly GJ, Bazerman C.
GSID: NtZSthMXzU8J
GJ Kelly, C Bazerman - Applied linguistics, 2003 - academic.oup.com
… examined in educational and social science studies and is a subject university students … of students within the assignment and pedagogical structure of the course, our focus is speci甤ally on … In the university setting of this study,...
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Kelly, G. J., & Bazerman, C. (2003). How students argue scientific claims: A rhetorical‐semantic analysis. Applied linguistics, 24(1), 28-55.
Kelly, Gregory J., and Charles Bazerman. "How students argue scientific claims: A rhetorical‐semantic analysis." Applied linguistics 24.1 (2003): 28-55.
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Kelly GJ.
GSID: J_XzYXiM2MkJ
GJ Kelly, C Chen, W Prothero - … Research in Science Teaching …, 2000 - Wiley Online Library
… how teachers and students came to define particular views of disciplinary knowledge … writing of a scientific genre in ``Geology 4: Oceanography'' (an introductory university course) … In this case, Karen framed the pedagogical activity as one involving...
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Kelly, G. J., Chen, C., & Prothero, W. (2000). The epistemological framing of a discipline: Writing science in university oceanography. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(7), 691-718.
Kelly, Gregory J., Catherine Chen, and William Prothero. "The epistemological framing of a discipline: Writing science in university oceanography." Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 37.7 (2000): 691-718.
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Kelly GJ.
GSID: 9UexfsM5qsUJ
AY Takao, GJ Kelly - 2001 - ERIC
The purpose of this paper is to assess the differences in university oceanography students' scientific writing. Specifically, the authors examine the argumentation structures of a high …
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Takao, A. Y., & Kelly, G. J. (2001). Assessment of Differences in University Oceanography Students' Scientific Writing.
Takao, Allison Y., and Gregory J. Kelly. "Assessment of Differences in University Oceanography Students' Scientific Writing." (2001).
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Bazerman C, Kelly GJ.
GSID: Akiut_wRqH4J
GJ Kelly, C Bazerman - Traditions of writing research, 2009 - taylorfrancis.com
Rhetorical studies of science view knowledge as actively constructed by scientists working individually or collectively on problems and being held accountable to public standards …
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Kelly, G. J., & Bazerman, C. (2009). Rhetorical features of student science writing in introductory university oceanography. In Traditions of writing research (pp. 277-294). Routledge.
Kelly, Gregory J., and Charles Bazerman. "Rhetorical features of student science writing in introductory university oceanography." Traditions of writing research. Routledge, 2009. 277-294.
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Science education
Kelly GJ.
GSID: xUw0SXcLwwEJ
GJ Kelly - Science Education, 1993 - ERIC
… Describes Mertonian sociology of science and some of its shortcomings. Explores work contributed by the Strong Program for the … studies, feminist critiques of science, and complementary writings. Outlines the implications for science education of these science studies....
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Kelly, G. J. (1993). Science education in sociocultural context: Perspectives from the sociology of science. Science Education, 77(2), 207-20.
Kelly, Gregory J. "Science education in sociocultural context: Perspectives from the sociology of science." Science Education 77.2 (1993): 207-20.
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instructional innovation
Kelly GJ.
GSID: j6HmiFysOUkJ
GJ Kelly, C Brown, T Crawford - Science Education, 2000 - Wiley Online Library
In this article, we examine how, through discourse processes, a third grade teacher and her students come to situationally define science in their classroom. The teacher's use of …
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Kelly, G. J., Brown, C., & Crawford, T. (2000). Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching. Science Education, 84(5), 624-657.
Kelly, Gregory J., Candice Brown, and Teresa Crawford. "Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching." Science Education 84.5 (2000): 624-657.
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out of school settings
Kelly GJ.
GSID: inWy9b4dE2UJ
GJ Kelly, C Chen, T Crawford - Research in Science Education, 1998 - Springer
… Our research investigates "science" as situationally constituted by the actors in school settings by seeking to understand how science is constructed by the multiple actors from their perspective. For example, we investigated the views of science made available...
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Kelly, G. J., Chen, C., & Crawford, T. (1998). Methodological considerations for studying science-in-the-making in educational settings. Research in Science Education, 28(1), 23-49.
Kelly, Gregory J., Catherine Chen, and Teresa Crawford. "Methodological considerations for studying science-in-the-making in educational settings." Research in Science Education 28.1 (1998): 23-49.
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Science education
Kelly GJ.
GSID: 5uy73VsEdHwJ
GJ Kelly, A Takao - Science education, 2002 - Wiley Online Library
… Our choice to focus on this site for the study of science education was based on unique dimensions of oceanography as a discipline as well as on unique features of this particular course. As a discipline oceanography has...
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Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science education, 86(3), 314-342.
Kelly, Gregory J., and Allison Takao. "Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing." Science education 86.3 (2002): 314-342.
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Science education
Brown BA, Kelly GJ.
GSID: _E-ZmkSQmEsJ
BA Brown, JM Reveles, GJ Kelly - Science Education, 2005 - Wiley Online Library
… science education have made scientific literacy a central goal for science instruction (American Association for the Advancement of Science … While scientific literacy for all students stands as a consensus goal for science education (DeBoer, 2000), there remain...
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Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89(5), 779-802.
Brown, Bryan A., John M. Reveles, and Gregory J. Kelly. "Scientific literacy and discursive identity: A theoretical framework for understanding science learning." Science Education 89.5 (2005): 779-802.
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Science education
Kelly GJ.
GSID: yJZt7492inwJ
GJ Kelly - Establishing scientific classroom discourse …, 2004 - taylorfrancis.com
… supporting the value of description for science education. In particular, I present reasons to consider the ways that science is constructed interactionally among participants in various communities through discourse processes. Research in science education has shown a shift...
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Kelly, G. J. (2004). Discourse, description, and science education. In Establishing scientific classroom discourse communities (pp. 85-114). Routledge.
Kelly, Gregory J. "Discourse, description, and science education." Establishing scientific classroom discourse communities. Routledge, 2004. 85-114.
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