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The vision for science proficiency presented in A Framework for K‐12 Science Education calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of proximal transfer tasks for high school biology classrooms where teachers were implementing a problem‐based curriculum. The proximal transfer tasks presented students with phenomena...
In our study, we use a novel technique to explore the beliefs of Japanese and American elementary school teachers. Four American and four Japanese teachers watched a mathematics lesson-videotaped in either Nagano, Japan or Chicago, Illinois-and commented on the lesson's strengths and weaknesses. The major pedagogical issues that differentiated the teachers' comments were: what students should do during...
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