Mark Girod
Mark Girod
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Learning science: A Deweyan perspective
P Mishra, V Worthington, M Girod, B Packard, C Thomas
Journal of research in science teaching 38 (3), 317-336, 2001
Appreciating the beauty of science ideas: Teaching for aesthetic understanding
M Girod, C Rau, A Schepige
Science education 87 (4), 574-587, 2003
Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics
KJ Pugh, M Girod
Journal of Science Teacher Education 18 (1), 9-27, 2007
Community of Inquiry: Its past and present future
MJ Pardales, M Girod
Educational Philosophy and Theory 38 (3), 299-309, 2006
An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders
M Girod, D Wong
The elementary school journal 102 (3), 199-224, 2002
Simulation and the need for practice in teacher preparation
M Girod, GR Girod
Journal of Technology and Teacher Education 16 (3), 307-337, 2008
Technology as an agent of change in teacher practice
M Girod, S Cavanaugh
THE Journal (Technological Horizons In Education) 28 (9), 40, 2001
Teaching and learning science for transformative, aesthetic experience
M Girod, T Twyman, S Wojcikiewicz
Journal of Science Teacher Education 21 (7), 801-824, 2010
A conceptual overview of the role of beauty and aesthetics in science and science education
M Girod
Studies in Science Education 43 (1), 38-61, 2007
John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and teacher education
JP Smith III, M Girod
Teaching and Teacher Education 19 (3), 295-307, 2003
Exploring the efficacy of the Cook School District simulation
M Girod, G Girod
Journal of Teacher Education 57 (5), 481-497, 2006
After-school computer clubhouses and at-risk teens
M Girod, J Martineau, Y Zhao
American Secondary Education, 63-76, 2004
By teens, for teachers: A descriptive study of adolescence
M Girod, M Pardales, S Cavanauch, P Wadsworth
American Secondary Education, 4-19, 2005
Using digital video to re-think teaching practices
M Girod, J Bell, P Mishra
Journal of Computing in Teacher Education 24 (1), 23-29, 2007
The opposite of control: A Deweyan perspective on intrinsic motivation in “After 3” technology programs
D Wong, B Packard, M Girod, K Pugh
Computers in Human Behavior 16 (3), 313-338, 2000
Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms
M Girod, T Twyman
Journal of Elementary Science Education 21 (3), 13-32, 2009
" Who Am I Becoming?" Identity Development in Becoming a Teacher-Researcher.
M Girod, M Pardales
Designing learning through learning to design
P Mishra, M Girod
The High School Journal 90 (1), 44-51, 2006
A clubhouse is a clubhouse is a clubhouse
Y Zhao, P Mishra, M Girod
Computers in Human Behavior 16 (3), 287-300, 2000
Teaching 5th grade science for aesthetic understanding
MA Girod
Michigan State University, 2001
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