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Leema Berland
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Making sense of argumentation and explanation
LK Berland, BJ Reiser
Science education 93 (1), 26-55, 2009
11222009
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts
LK Berland, KL McNeill
Science Education 94 (5), 765-793, 2010
6942010
Epistemologies in practice: Making scientific practices meaningful for students
LK Berland, CV Schwarz, C Krist, L Kenyon, AS Lo, BJ Reiser
Journal of Research in Science Teaching 53 (7), 1082-1112, 2016
6242016
Framing for scientific argumentation
LK Berland, D Hammer
Journal of research in science teaching 49 (1), 68-94, 2012
5692012
Classroom communities' adaptations of the practice of scientific argumentation
LK Berland, BJ Reiser
Science Education 95 (2), 191-216, 2011
4512011
Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards
E Miller, E Manz, R Russ, D Stroupe, L Berland
Journal of Research in Science Teaching 55 (7), 1053-1075, 2018
3862018
Confusing claims for data: A critique of common practices for presenting qualitative research on learning
D Hammer, LK Berland
Journal of the Learning Sciences 23 (1), 37-46, 2014
2242014
For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson.
LK Berland, KL McNeill
Science Education 96 (5), 808-813, 2012
1862012
Engaging students in the scientific practices of explanation and argumentation
BJ Reiser, LK Berland, L Kenyon
The Science Teacher 79 (4), 34, 2012
1612012
Explaining variation in how classroom communities adapt the practice of scientific argumentation
LK Berland
Journal of the Learning Sciences 20 (4), 625-664, 2011
1352011
High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content
L Berland, R Steingut, P Ko
Journal of Science Education and Technology, 1-16, 2014
1252014
Designing for STEM integration
LK Berland
Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 3, 2013
1232013
What is (or should be) scientific evidence use in k‐12 classrooms?
KL McNeill, L Berland
Journal of Research in Science Teaching 54 (5), 672-689, 2017
1122017
In pursuit of consensus: Disagreement and legitimization during small-group argumentation
LK Berland, VR Lee
International Journal of Science Education 34 (12), 1857-1882, 2012
1092012
Invented science: A framework for discussing a persistent problem of practice
RS Russ, LK Berland
Journal of the Learning Sciences 28 (3), 279-301, 2019
602019
Math, science, and engineering integration in a high school engineering course: A qualitative study
CG Valtorta, LK Berland
572015
Explaining variation in student efforts towards using math and science knowledge in engineering contexts
LK Berland, R Steingut
International Journal of Science Education 38 (18), 2742-2761, 2016
562016
Supporting equity in virtual science instruction through project-based learning: Opportunities and challenges in the era of COVID-19
EC Miller, E Reigh, L Berland, J Krajcik
Journal of Science Teacher Education 32 (6), 642-663, 2021
552021
Students’ framings and their participation in scientific argumentation
LK Berland, D Hammer
Perspectives on scientific argumentation: Theory, practice and research, 73-93, 2012
522012
Epistemological trade‐offs: Accounting for context when evaluating epistemological sophistication of student engagement in scientific practices
L Berland, K Crucet
Science Education 100 (1), 5-29, 2016
492016
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