Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science StandardsUnknown author2015-09-25articleScience Education218 citationsclosedNo readable copy stored yet — this record is metadata only.Science Education and PedagogyEvolution and Science EducationScience Education and PerceptionsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 218 citations exist upstream.References1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning1999Communities of practice learning, meaning, and identity1998Communities of Practice1995National Science Education Standards2013Next Generation Science Standards: For States, By States2002The Fate of Knowledge2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners ClassroomCited by2021Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective2018Coming to terms: Addressing the persistence of “hands‐on” and other reform terminology in the era of science as practice2017Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards2020Rethinking the classroom science investigation2019Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching2021A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes2021Informal science educators engaging preschool-age audiences in science practices