Emergent themes from recent research syntheses in science education and their implications for research design, replication, and reporting practices-Reference-Cited by-同舟云学术

Emergent themes from recent research syntheses in science education and their implications for research design, replication, and reporting practices

Published:2016-04-27 Issue:8 Volume:53 Page:1216-1231
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Taylor Joseph¹,Furtak Erin²,Kowalski Susan³,Martinez Alina¹,Slavin Robert⁴,Stuhlsatz Molly³,Wilson Christopher³

Affiliation:

1. Abt Associates Inc.CambridgeMassachusetts

2. University of ColoradoBoulderColorado

3. Biological Sciences Curriculum Study (BSCS)Colorado SpringsColorado

4. Johns Hopkins UniversityBaltimoreMaryland

Funder

National Science Foundation

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21327

Reference53 articles.

1. Anderson J. C.II. (2007). Effect of problem‐based learning on knowledge acquisition knowledge retention and critical thinking ability of agriculture students in urban schools. (Doctoral dissertation University of Missouri − Columbia).

2. American Association for the Advancement of Science. (2015). Science: General Information for Authors. Retrieved fromhttp://www.sciencemag.org/site/feature/contribinfo/prep/gen_info.xhtml

3. Standards for Reporting on Empirical Social Science Research in AERA Publications

4. Reporting standards for research in psychology: Why do we need them? What might they be?

5. Publication Bias

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