Theoretical frames STEM
Bell P, Meixi Meixi, Suárez E, Tzou C.
GSID: 8Vd76CHGhPkJ
C Tzou, Meixi, E Suárez, P Bell, D LaBonte… - Cognition and …, 2019 - Taylor & Francis
… In the next section, we outline the theoretical orientations we … Within the Indigenous Resurgence and Family Making frame, … There were some codes that related to multiple frames. For …
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Tzou, C., Meixi, Suárez, E., Bell, P., LaBonte, D., Starks, E., & Bang, M. (2019). Storywork in STEM-Art: Making, materiality and robotics within everyday acts of indigenous presence and resurgence. Cognition and Instruction, 37(3), 306-326.
Tzou, Carrie, et al. "Storywork in STEM-Art: Making, materiality and robotics within everyday acts of indigenous presence and resurgence." Cognition and Instruction 37.3 (2019): 306-326.
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Non-school settings
Bell P, Stevens R, Razfar A.
GSID: ePRN4ms42tcJ
B Bevan, P Bell, R Stevens, A Razfar - 2013 - Springer
… OST STEM afterschool activities afterschool organizations everyday learning everyday mathematics everyday science informal learning informal science mathematics education mathematics learning non-school settings out-of-school time out-of-school-time science education …
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Bevan, B., Bell, P., Stevens, R., & Razfar, A. (Eds.). (2013). LOST opportunities: Learning in out-of-school time. Springer Netherlands.
Bevan, Bronwyn, et al., eds. LOST opportunities: Learning in out-of-school time. Springer Netherlands, 2013.
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science instruction
Bell P, Linn MC.
GSID: MKWRlckMH4gJ
P Bell, MC Linn - 2002 - psycnet.apa.org
… , and critique these images of science as well as how innovative, inquiry-based science instruction can help shape the images of science held by students. Research on student science learning suggests that students develop a repertoire of ideas...
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Bell, P., & Linn, M. C. (2002). Beliefs about science: How does science instruction contribute?.
Bell, Philip, and Marcia C. Linn. "Beliefs about science: How does science instruction contribute?." (2002).
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instructional interventions
Bell P.
GSID: BpFL0B60PVwJ
P Bell - Educational psychologist, 2004 - Taylor & Francis
Over the past decade, design experimentation has become an increasingly accepted mode of research appropriate for the theoretical and empirical study of learning amidst complex …
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Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational psychologist, 39(4), 243-253.
Bell, Philip. "On the theoretical breadth of design-based research in education." Educational psychologist 39.4 (2004): 243-253.
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science instruction
Bell P, Linn MC.
GSID: hNr735AjmiMJ
P Bell, MC Linn - 2004 - books.google.com
Beliefs about science inquiry are shaped by news accounts, consumer reports, his-torical summaries, journal articles, textbook descriptions, and, recently, Internet materials. We …
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Bell, P., & Linn, M. C. (2004). Beliefs About Science: How Does Science Instruction Contribute (pp. 321-346). Lawrence Erlbaum Associates: London.
Bell, Philip, and Marcia C. Linn. Beliefs About Science: How Does Science Instruction Contribute. Lawrence Erlbaum Associates: London, 2004.
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science instructors
Bell P, Davis EA, Linn MC.
GSID: 10LLRDxAbbgJ
MC Linn, EA Davis, P Bell, BS Eylon - Internet environments for …, 2013 - taylorfrancis.com
The effort to change science courses one inquiry project at a time started with the knowledge integration perspective on learning and with extensive research on technology in the …
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Linn, M. C., Davis, E. A., Bell, P., & Eylon, B. S. (2013). Closing thoughts: Internet environments for science education. In Internet environments for science education (pp. 369-380). Routledge.
Linn, Marcia C., et al. "Closing thoughts: Internet environments for science education." Internet environments for science education. Routledge, 2013. 369-380.
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out of school settings
Zimmerman HT, Bell P.
GSID: MYRbW9R3Pa8J
HT Zimmerman, P Bell - Theoretical foundations of learning …, 2012 - life-slc.org
… While we have used the everyday expertise framework in informal and formal settings, as well as to connect across settings, the focus of this chapter is on the use of the everyday expertise framework to support research and...
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Zimmerman, H. T., & Bell, P. (2012). Everyday expertise: Learning within and across formal and informal settings. Theoretical foundations of learning environments, 2, 224-241.
Zimmerman, H. Toomey, and Philip Bell. "Everyday expertise: Learning within and across formal and informal settings." Theoretical foundations of learning environments 2 (2012): 224-241.
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Non-school settings
Bell P.
GSID: oAPMFaKEreIJ
S Stromholt, P Bell - Cultural Studies of Science Education, 2018 - Springer
… Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage … Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the …
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Stromholt, S., & Bell, P. (2018). Designing for expansive science learning and identification across settings. Cultural Studies of Science Education, 13(4), 1015-1047.
Stromholt, Shelley, and Philip Bell. "Designing for expansive science learning and identification across settings." Cultural Studies of Science Education 13.4 (2018): 1015-1047.
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Non-school settings
Bell P.
GSID: QFM-TUkrSe8J
P Bell, B Bevan - 2015 - stemteachingtools.org
… Some settings support specifc aspects of learning more than others. Informal experiences are often more interest-driven and connect to community activities. Classroom experiences are often carefully designed, extended investigations. The range of learning settings or …
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Bell, P. H. I. L. I. P., & Bevan, B. (2015). What is the role of informal science education in supporting the vision for K-12 science education.
Bell, P. H. I. L. I. P., and B. Bevan. "What is the role of informal science education in supporting the vision for K-12 science education." (2015).
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after-school settings
Bell P.
GSID: mda17RDePW4J
P Bell - LOST Opportunities, 2013 - Springer
… settings research agenda. In the chapter by Barron, Wise, and Martin, the research strategy is to navigate into the current project work of students in an after-school … Special attention is given to the settings in which the...
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Bell, P. (2013). Introduction: Understanding how and why people learn across settings as an educational equity strategy. In LOST Opportunities (pp. 95-98). Springer, Dordrecht.
Bell, Philip. "Introduction: Understanding how and why people learn across settings as an educational equity strategy." LOST Opportunities. Springer, Dordrecht, 2013. 95-98.
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out of school settings
Bell P, Zimmerman HT, Tzou C.
GSID: 3lfd_9T5mdcJ
P Bell, L Bricker, S Reeve, HT Zimmerman, C Tzou - LOST opportunities, 2013 - Springer
… across settings. The majority of the observations of the focal participants took place in school and at home. However, focal participants were observed participating in activities and interacting with others in many additional settings, such as religious institutions,...
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Bell, P., Bricker, L., Reeve, S., Zimmerman, H. T., & Tzou, C. (2013). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In LOST opportunities (pp. 119-140). Springer, Dordrecht.
Bell, Philip, et al. "Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings." LOST opportunities. Springer, Dordrecht, 2013. 119-140.
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Broadening participation
Bell P.
GSID: QhiBwhQhbrYJ
S Stromholt, A Shouse, P Bell - 2010 - repository.isls.org
This research project aims to examine how participation in authentic community-situated science contributes to adolescent apprentices’ sense of the scientific enterprise and identity development in this discipline. Using a theoretical framework based on the current research …
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Stromholt, S., Shouse, A., & Bell, P. (2010). Broadening participation through scaffolding.
Stromholt, Shelley, Andrew Shouse, and Philip Bell. "Broadening participation through scaffolding." (2010).
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