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Details about the participants’ educational and teaching backgrounds are included in Appendix 1.
In another paper (Finkelstein, Jaber & Dini, 2019), we examine the role of the in-person interactions, especially with respect to the relational dynamics and their role in fostering a culture of trust and a sense of community among the group.
Including any posts instructors wrote in response to a participant’s post, for context.
All names are pseudonyms.
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This work was supported in part by the National Science Foundation under Grant No. DRL 1119321, “InterLACE: Interactive Learning and Collaboration Environment.” The views expressed here are those of the authors and are not necessarily endorsed by the foundation. The authors would like to thank David Hammer and Vesal Dini who were instrumental in conceptualizing, designing, and implementing the online science program that made this research possible. We are also grateful to the editor and anonymous reviewers from Research in Science Education for their valuable feedback on this manuscript. Most importantly, we deeply thank the teachers who participated in this project.
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Jaber, L.Z., Hufnagel, E. & Radoff, J. “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Res Sci Educ (2019). https://doi.org/10.1007/s11165-019-09884-y
- Science inquiry
- Online learning
- Disciplinary engagement
- Epistemic practices
- Science teachers