Jeanne T Chowning
Biographic Data
| ID | 9512641 |
|---|---|
| NAME | Jeanne T Chowning |
| GIVEN NAMES | Jeanne T |
| FAMILY NAME | Chowning |
| SIGNATURE | CHOWNING J T |
| AFFILIATIONS | Science Education Fred Hutchinson Cancer Research Center Seattle Washington USA |
| ORCID | 0000-0001-5667-2103 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Science teachers in research labs
Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive (“social dialogic”) dimensions of argumentation can be implemented in learning environments. This study investigates how science educators learned about such argumentation through a professional development pr…
The Pedagogical Challenges of Teaching High School Bioethics
A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six‐module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school bi…
No prominent works on this page.
The Pedagogical Challenges of Teaching High School Bioethics
A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six‐module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school bi…
Science teachers in research labs
Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive (“social dialogic”) dimensions of argumentation can be implemented in learning environments. This study investigates how science educators learned about such argumentation through a professional development pr…
Educational Strategies and Epistemologies (2 works) · Pedagogy (2 works) · Sociology (2 works) · Academic integrity and plagiarism (1 work) · Argumentation theory (1 work) · Bioethics (1 work) · Curriculum (1 work) · Curriculum development (1 work) · Dialogic (1 work) · Education and Critical Thinking Development (1 work)