Abstract
Journal of Research in Science TeachingEarly View COMMENT Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice Christina V. Schwarz, Corresponding Author Christina V. Schwarz cschwarz@msu.edu orcid.org/0000-0002-4187-0139 Department of Teacher Education, College of Education, Michigan State University, East Lansing, Michigan, USA Correspondence Christina V. Schwarz, College of Education, Michigan State University, East Lansing, MI, USA. Email: cschwarz@msu.eduSearch for more papers by this authorLi Ke, Li Ke orcid.org/0000-0001-5152-630X College of Education and Human Development, University of Nevada, Reno, Nevada, USASearch for more papers by this authorMichelle Salgado, Michelle Salgado School of Education, University of Michigan, Ann Arbor, Michigan, USASearch for more papers by this authorEve Manz, Eve Manz orcid.org/0000-0003-3395-2449 Wheelock College of Education & Human Development, Boston University, Boston, Massachusetts, USASearch for more papers by this author Christina V. Schwarz, Corresponding Author Christina V. Schwarz cschwarz@msu.edu orcid.org/0000-0002-4187-0139 Department of Teacher Education, College of Education, Michigan State University, East Lansing, Michigan, USA Correspondence Christina V. Schwarz, College of Education, Michigan State University, East Lansing, MI, USA. Email: cschwarz@msu.eduSearch for more papers by this authorLi Ke, Li Ke orcid.org/0000-0001-5152-630X College of Education and Human Development, University of Nevada, Reno, Nevada, USASearch for more papers by this authorMichelle Salgado, Michelle Salgado School of Education, University of Michigan, Ann Arbor, Michigan, USASearch for more papers by this authorEve Manz, Eve Manz orcid.org/0000-0003-3395-2449 Wheelock College of Education & Human Development, Boston University, Boston, Massachusetts, USASearch for more papers by this author First published: 25 March 2022 https://doi.org/10.1002/tea.21770Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
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