Leema Berland
TitleCited byYear
Making sense of argumentation and explanation
LK Berland, BJ Reiser
Science Education 93 (1), 26-55, 2009
6892009
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
3832010
Framing for scientific argumentation
LK Berland, D Hammer
Journal of research in science teaching 49 (1), 68-94, 2012
3132012
Classroom communities' adaptations of the practice of scientific argumentation
LK Berland, BJ Reiser
Science Education 95 (2), 191-216, 2011
2442011
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
1992016
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
1162012
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
952014
Engaging students in the scientific practices of explanation and argumentation
BJ Reiser, LK Berland, L Kenyon
The Science Teacher 79 (4), 34, 2012
922012
Explaining variation in how classroom communities adapt the practice of scientific argumentation
LK Berland
Journal of the Learning Sciences 20 (4), 625-664, 2011
892011
Designing for STEM integration
LK Berland
Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 3, 2013
692013
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
682012
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
352018
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
312014
Students’ framings and their participation in scientific argumentation
LK Berland, D Hammer
Perspectives on scientific argumentation, 73-93, 2012
312012
Using a learning progression to inform scientific argumentation in talk and writing
LK Berland, KL McNeill
Learning Progression in Science, 2009
302009
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
252016
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
242017
Student learning in challenge-based engineering curricula
LK Berland, TH Martin, P Ko, SB Peacock, JJ Rudolph, C Golubski
Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 5, 2013
242013
Math, science, and engineering integration in a high school engineering course: A qualitative study
CG Valtorta, LK Berland
Journal of Pre-College Engineering Education Research (J-PEER) 5 (1), 3, 2015
232015
Understanding the composite practice that forms when classrooms take up the practice of scientific argumentation
LK Berland
Dissertation -- ProQuest, 2008
202008
The system can't perform the operation now. Try again later.
Articles 1–20