Kristin L. Gunckel
Affiliations: | Teaching and Teacher Education | University of Arizona, Tucson, AZ |
Area:
Teacher Training Education, Sciences Education, Elementary EducationGoogle:
"Kristin Gunckel"Children
Sign in to add trainee| Ivan E. Salinas Barrios | grad student | 2014 | University of Arizona |
| Elsa N. Schaub | grad student | 2014 | University of Arizona |
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Publications
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| Gunckel KL. (2019) Repairing Elementary School Science Theory Into Practice. 58: 71-79 |
| Covitt BA, Gunckel KL, Caplan B, et al. (2018) Teachers’ use of learning progression-based formative assessment in water instruction Applied Measurement in Education. 31: 128-142 |
| Gunckel KL, Covitt BA, Salinas I. (2018) Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems Journal of Research in Science Teaching. 55: 1339-1362 |
| Arenas A, Gunckel KL, Smith WL. (2016) 7 Reasons for Accommodating Transgender Students at School. Phi Delta Kappan. 98: 20-24 |
| Gunckel KL, Wood MB. (2015) The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks Science Education |
| Salinas I, Covitt BA, Gunckel KL. (2013) Sustancias en el agua: progresiones de aprendizaje para diseñar intervenciones curriculares EducacióN QuíMica. 24: 391-398 |
| Gunckel KL. (2013) Fulfilling multiple obligations: Preservice elementary teachers' use of an instructional model while learning to plan and teach science Science Education. 97: 139-162 |
| Salinas I, Covitt BA, Gunckel KL. (2013) Substances in water: Learning progressions for designing curricular interventions Educacion Quimica. 24: 391-398 |
| Gunckel KL, Covitt BA, Salinas I, et al. (2012) A learning progression for water in socio-ecological systems Journal of Research in Science Teaching. 49: 843-868 |
| Gunckel KL. (2011) Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model Journal of Science Teacher Education. 22: 79-100 |