C. Schwarz

发表

Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning

B. Reiser, Christina Krist, C. Schwarz, 2018, Journal of the Learning Sciences.

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

B. Reiser, J. Krajcik, David Fortus, 2009 .

Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling

B. White, C. Schwarz, 2005 .

Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

Christina V. Schwarz, Laura Zangori, Cory T. Forbes, 2017 .

Epistemologies in practice: Making scientific practices meaningful for students

Christina V. Schwarz, Brian J. Reiser, Leema K. Berland, 2016 .

Epistemologies inPractice : MakingScientificPractices Meaningful for Students

Leema K. Berland, B. Reiser, Christina Krist, 2016 .

Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

C. Schwarz, J. Chen, H. Hokayem, 2011 .

Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching

Christina V. Schwarz, C. Schwarz, Y. Gwekwerere, 2007 .

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students’ Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

C. Schwarz, Hamin Baek, 2015 .

Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

C. Schwarz, Eve Manz, Li Ke, 2022, Journal of Research in Science Teaching.

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

C. Schwarz, J. Stoltzfus, A. Bierema, 2017, CBE life sciences education.

ENGAGING FIFTH GRADERS IN SCIENTIFIC MODELING TO LEARN ABOUT EVAPORATION AND CONDENSATION

C. Schwarz, H. Hokayem, Hayat Hokayem, 2014 .

Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry

Christina V. Schwarz, C. Schwarz, 2009 .

Models: Defining a Learning Progression for Scientific Modeling

B. Reiser, David Fortus, B. Davis, 2022 .

Developing students' understanding of scientific modeling

C. Schwarz, 1998 .

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

C. Schwarz, Melissa Braaten, Angela Calabrese Barton, 2018, Journal of Teacher Education.

Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching

Christina V. Schwarz, Edward L. Smith, Beth A. Covitt, 2008 .

Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science

Mete Akcaoglu, C. Schwarz, John Ranellucci, 2018 .

Using Model-Centered Science Instruction To Foster Students' Epistemologies in Learning with Models.

C. Schwarz, 2002 .

Integrating STEM and Computing in PK-12: Operationalizing Computational Thinking for STEM Learning and Assessment

Kristen B. Wendell, Kathryn M. Rich, Beth A. Covitt, 2020, ICLS.

Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling

Laura Zangori, C. Schwarz, C. Forbes, 2015, Science & Education.

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students’ Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

C. Schwarz, Hamin Baek, 2014, Journal of Science Education and Technology.

Development of an Empirically-Based Learning Performances Framework for 3rd-Grade Students' Model-Based Explanations about Hydrologic Cycling

Laura Zangori, C. Schwarz, C. Forbes, 2014, ICLS.

Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science

Elizabeth X. de los Santos, C. Schwarz, Melissa Braaten, 2020 .

Designers of competition at work : A neoliberal consensus-machine caught in the act

C. Schwarz, 2021 .

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

Christina V. Schwarz, Laura Zangori, Cory T. Forbes, 2018, Journal of Research in Science Teaching.

Insights from Case Studies on Evaluation in Higher Education Reform

C. Schwarz, Gerlinde Struhkamp, 2007 .

Going Underground: Merging Collaboration with Micro-Resistance

C. Schwarz, 2017 .

Principled reasoning about problems of practice

Jamie N. Mikeska, C. W. Anderson, C. Schwarz, 2009 .

What We Call Misconceptions May Be Necessary Stepping-Stones toward Making Sense of the World.

M. Windschitl, C. Schwarz, T. Campbell, 2016 .

Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Jason Meyer, Ajay Sharma, Christina V. Schwarz, 2007 .

Computational Thinking, Mathematics, and Science: Elementary Teachers' Perspectives on Integration.

Christina V. Schwarz, Kathryn M. Rich, Aman Yadav, 2019 .

Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

C. Schwarz, Li Ke, 2021 .

Alternative Approaches to Using Modeling and Simulation Tools for Teaching Science

Barbara Y. White, Christina V. Schwarz, B. White, 1999 .

A Learning Progression of Elementary Teachers' Knowledge and Practices for Model-Based Scientific Inquiry

C. Schwarz, 2009 .

Designing and Testing the MoDeLS Learning Progression

David Fortus, Joseph Krajcik, Christina V. Schwarz, 2008 .

Going Underground: Merging Collaboration with Micro-Resistance

C. Schwarz, 2017 .

Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena

Christina V. Schwarz, Laura Zangori, Cory T. Forbes, 2019 .

Models: Challenges in Defining a Learning Progression for Scientific Modeling

B. Reiser, David Fortus, C. Schwarz, 2012 .

Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling

C. Schwarz, Li Ke, 2019, Models and Modeling in Science Education.

Undergraduate Chemistry and Biology Students’ Use of Causal Mechanistic Reasoning to Explain and Predict Preferential Protein–Ligand Binding Activity

M. Cooper, T. Long, C. Schwarz, 2023, Journal of Chemical Education.

A Deep Look into Designing a Task and Coding Scheme through the Lens of Causal Mechanistic Reasoning

M. Cooper, T. Long, C. Schwarz, 2022, Journal of Chemical Education.