Engagement in science through citizen science: Moving beyond data collection
来源期刊：Science EducationDOI：10.1002/SCE.21501
Selecting Socio-Scientific Issues for Teaching: A Grounded Theory Study of How Science Teachers Collaboratively Design SSI-Based Curricula.
来源期刊：Science EducationDOI：10.1007/S11191-019-00065-X
Fostering sustainable improvements in science education: An analysis through four frames
来源期刊：Science EducationDOI：10.1002/SCE.21526
Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities
来源期刊：Science EducationDOI：10.1002/SCE.21502
Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families
来源期刊：Science EducationDOI：10.1002/SCE.21486
When Modern Physics Meets Nature of Science
来源期刊：Science EducationDOI：10.1007/s11191-019-00075-9
Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling
来源期刊：Science EducationDOI：10.1007/s11191-019-00069-7
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
来源期刊：Science EducationDOI：10.1002/SCE.21515
Identifying a Typology of High Schools Based on Their Orientation toward STEM: A Latent Class Analysis of HSLS:09.
来源期刊：Science EducationDOI：10.1002/SCE.21534
Tensions Between Learning Models and Engaging in Modeling: Exploring Implications for Science Classrooms
来源期刊：Science EducationDOI：10.1007/S11191-019-00064-Y
Critically engaging engineering in place by localizing counternarratives in engineering design
来源期刊：Science EducationDOI：10.1002/SCE.21500
Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks
来源期刊：Science EducationDOI：10.1002/SCE.21544
Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom
来源期刊：Science EducationDOI：10.1002/sce.21545
Effects of Historical Story Telling on Student Understanding of Nature of Science
来源期刊：Science EducationDOI：10.1007/s11191-019-00073-x
Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis
来源期刊：Science EducationDOI：10.1007/s11191-019-00081-x
When Things Go Wrong
来源期刊：Science EducationDOI：10.1007/s11191-019-00071-z
Examining reasoning practices and epistemic actions to explore students’ understanding of genetics and evolution
来源期刊：Science EducationDOI：10.1007/s11191-019-00086-6
Do Biologists’ Conceptions of Science as a Social Epistemology Align with Critical Contextual Empiricism?
来源期刊：Science EducationDOI：10.1007/s11191-019-00084-8
Context-Dependent “Upper Anchors” for Learning Progressions
来源期刊：Science EducationDOI：10.1007/s11191-019-00074-w
Keeping students out of Mary’s (class)room. Approaches to supporting students’ acquisition of non-propositional knowledge in science education
来源期刊：Science EducationDOI：10.1007/s11191-019-00079-5
Must Evolution Education that Aims at Belief Be Indoctrinating
来源期刊：Science EducationDOI：10.1007/s11191-019-00095-5
The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science.
来源期刊：Science EducationDOI：10.1007/s11191-019-00080-y
A Hypothetical Learning Progression for Quantifying Phenomena in Science
来源期刊：Science EducationDOI：10.1007/s11191-019-00076-8
VIDEO-BASED COACHING IN SUPPORT OF ELEMENTARY TEACHER-CANDIDATE’S PROFESSIONAL DEVELOPMENT
来源期刊：Science EducationDOI：10.24195/2414-4665-2019-4-1
Everyday Scientific Imagination. A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science
来源期刊：Science EducationDOI：10.1007/S11191-019-00067-9
