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      Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice : EXAMINING CLASSROOM SCIENCE PRACTICE COMMUNITIES

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      Science Education

      Wiley

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          Most cited references 33

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          Establishing the norms of scientific argumentation in classrooms

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            Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom

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              All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy

               David Klahr,  Zhe Chen (1999)
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                Author and article information

                Journal
                Science Education
                Sci. Ed.
                Wiley
                00368326
                May 2014
                May 2014
                April 17 2014
                : 98
                : 3
                : 487-516
                Affiliations
                [1 ]Department of Teacher Education, College of Education; Michigan State University; East Lansing MI 48824 USA
                Article
                10.1002/sce.21112
                © 2014
                Product
                Self URI (article page): http://doi.wiley.com/10.1002/sce.21112

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