| Year |
Citation |
Score |
| 2019 |
Guy-Gaytán C, Gouvea JS, Griesemer C, Passmore C. Tensions Between Learning Models and Engaging in Modeling Science & Education. 28: 843-864. DOI: 10.1007/S11191-019-00064-Y |
0.589 |
|
| 2017 |
Forman EA, Ramirez-DelToro V, Brown L, Passmore C. Discursive strategies that foster an epistemic community for argument in a biology classroom Learning and Instruction. 48: 32-39. DOI: 10.1016/J.Learninstruc.2016.08.005 |
0.361 |
|
| 2017 |
Gouvea J, Passmore C. ‘Models of’ versus ‘Models for’ Science & Education. 26: 49-63. DOI: 10.1007/S11191-017-9884-4 |
0.498 |
|
| 2015 |
Xiang L, Passmore C. A Framework for Model-Based Inquiry Through Agent-Based Programming Journal of Science Education and Technology. 24: 311-329. DOI: 10.1007/S10956-014-9534-4 |
0.577 |
|
| 2014 |
Moon J, Passmore C, Reiser BJ, Michaels S. Beyond Comparisons of Online Versus Face-to-Face PD: Commentary in Response to Fishman et al., "Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation" Journal of Teacher Education. 65: 172-176. DOI: 10.1177/0022487113511497 |
0.391 |
|
| 2014 |
Gouvea JS, Jamshidi A, Passmore C. Model-based reasoning: A framework for coordinating authentic scientific practice with science learning Proceedings of International Conference of the Learning Sciences, Icls. 2: 705-712. |
0.42 |
|
| 2013 |
Svoboda J, Passmore C. The Strategies of Modeling in Biology Education Science and Education. 22: 119-142. DOI: 10.1007/S11191-011-9425-5 |
0.576 |
|
| 2012 |
Passmore CM, Svoboda J. Exploring Opportunities for Argumentation in Modelling Classrooms International Journal of Science Education. 34: 1535-1554. DOI: 10.1080/09500693.2011.577842 |
0.651 |
|
| 2010 |
Svoboda J, Passmore C. Evaluating a modeling curriculum by using heuristics for productive disciplinary engagement. Cbe Life Sciences Education. 9: 266-76. PMID 20810958 DOI: 10.1187/Cbe.10-03-0037 |
0.639 |
|
| 2010 |
Davidson SK, Passmore C, Anderson D. Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators Science Education. 94: 122-141. DOI: 10.1002/Sce.20356 |
0.605 |
|
| 2010 |
Svoboda J, Passmore C. What makes a "good" scientific question? Supporting independent student-driven inquiry Learning in the Disciplines: Icls 2010 Conference Proceedings - 9th International Conference of the Learning Sciences. 2: 312-313. |
0.468 |
|
| 2009 |
Passmore C, Stewart J, Cartier J. Model-Based Inquiry and School Science: Creating Connections School Science and Mathematics. 109: 394-402. DOI: 10.1111/J.1949-8594.2009.Tb17870.X |
0.547 |
|
| 2005 |
Passmore C, Stewart J, Zoellner B. Providing high school students with opportunities to reason like evolutionary Biologists American Biology Teacher. 67: 214-221. DOI: 10.1662/0002-7685(2005)067[0214:Phsswo]2.0.Co;2 |
0.458 |
|
| 2004 |
Cartier JL, Stewart J, Passmore CM, Willauer JP. Involving students in realistic scientific practice: Strategies for laying epistemological groundwork Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events. 267-298. DOI: 10.4324/9781410611666 |
0.479 |
|
| 2002 |
Passmore C, Stewart J. A modeling approach to teaching evolutionary biology in high schools Journal of Research in Science Teaching. 39: 185-204. DOI: 10.1002/Tea.10020 |
0.565 |
|
| 2001 |
Wynne CF, Stewart J, Passmore C. High school students' use of meiosis when solving genetics problems International Journal of Science Education. 23: 501-515. |
0.314 |
|
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