L. Berland

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Making sense of argumentation and explanation

Leema K. Berland, B. Reiser, L. Berland, 2009 .

Epistemological Trade‐Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices

L. Berland, Kathleen Crucet, 2016 .

Invented Science: A Framework for Discussing a Persistent Problem of Practice

Rosemary S. Russ, L. Berland, 2018, Journal of the Learning Sciences.

Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding a Framework for K-12 Science Education

Brian J. Reiser, Leema K. Berland, B. Reiser, 2012 .

Anomalous graph data and claim revision during argumentation

Victor R. Lee, Leema K. Berland, L. Berland, 2010, ICLS.

Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning

Leema K. Berland, David Hammer, L. Berland, 2014 .

Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

Leema K. Berland, Rosemary S. Russ, David Stroupe, 2018 .

Explaining variation in student efforts towards using math and science knowledge in engineering contexts

Leema K. Berland, R. Steingut, Rebecca Steingut, 2016 .

In Pursuit of Consensus: Disagreement and legitimization during small-group argumentation

Victor R. Lee, Leema K. Berland, L. Berland, 2012 .

Epistemologies in practice: Making scientific practices meaningful for students

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

Classroom communities' adaptations of the practice of scientific argumentation

Brian J. Reiser, Leema K. Berland, B. Reiser, 2011 .

Framing for scientific argumentation

David Hammer, Leema K. Berland, David Hammer, 2012 .

Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation

Leema K. Berland, L. Berland, 2011 .

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

Leema K. Berland, Pat Ko, Rebecca R. Steingut, 2014 .

What is (or should be) scientific evidence use in k-12 classrooms?

Katherine L. McNeill, Leema K. Berland, L. Berland, 2017 .

Epistemologies inPractice : MakingScientificPractices Meaningful for Students

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

A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts

Katherine L. McNeill, Leema K. Berland, L. Berland, 2010 .

Supporting the Scientific Practices through Epistemologically Responsive Science Teaching

Rosemary S. Russ, L. Berland, C. West, 2020 .

For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson†

Katherine L. McNeill, Leema K. Berland, L. Berland, 2012 .

Designing for STEM Integration

Leema K. Berland, L. Berland, 2013 .

Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms

T. Campbell, L. Berland, E. Adah Miller, 2023, Journal of Science Teacher Education.

Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach

Alison G. Boardman, B. Cheng, Tiffany Clark, 2022, Education Sciences.

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

Leema K. Berland, R. Steingut, Pat Ko, 2014, Journal of Science Education and Technology.

When students speak, who listens?: constructing audience in classroom argumentation

Andrea Forte, Leema K. Berland, Andrea Forte, 2010, ICLS.

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

J. Krajcik, Emily Miller, E. Reigh, 2021, Journal of Science Teacher Education.

Students’ Framings and Their Participation in Scientific Argumentation

David Hammer, Leema K. Berland, David Hammer, 2012 .

Position Paper What Is ( or ShouldBe ) ScientificEvidenceUse inK-12 Classrooms ?

Katherine L. McNeill, Leema K. Berland, L. Berland, 2017 .

Understanding the composite practice that forms when classrooms take up the practice of scientific argumentation

Leema K. Berland, L. Berland, 2008 .

Working with and Shifting the System: A response to Elby's commentary

Leema K. Berland, David Stroupe, Emily Miller, 2019, Journal of Research in Science Teaching.

Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study.

Clara G. Valtorta, Leema K. Berland, L. Berland, 2015 .

Journal of Pre-college Engineering Education Research (j-peer) Student Learning in Challenge-based Engineering Curricula Recommended Citation Student Learning in Challenge-based Engineering Curricula Student Learning in Challenge-based Engineering Curricula

Taylor Martin, Leema K. Berland, Pat Ko, 2022 .

Developing a Vision of Pre-College Engineering Education

J. Marshall, L. Berland, 2012 .

Toward radical belonging: envisioning antiracist learning communities

C. Grant, Nicole Louie, K. Nichols, 2022, Race Ethnicity and Education.

Journal of Pre-College Engineering Education Research (J-PEER) Journal of Pre-College Engineering Education Research (J-PEER)

Clara G. Valtorta, L. Berland, 2022 .

Learning Sciences Guided High School Engineering Curriculum Development

Richard H. Crawford, Lisa Guerra, Leema K. Berland, 2012 .

Engineer Your World: An Innovative Approach to Developing a High School Engineering Design Course

Richard H. Crawford, Lisa Guerra, Leema K. Berland, 2012 .