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Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

School science and mathematics, 2012-01, Vol.112 (1), p.31-44

2012

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Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

Science education (Salem, Mass.), 2024-01, Vol.108 (1), p.25-62

2024

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Assessing task‐orientation potential in primary science textbooks: Toward a new approach

Journal of research in science teaching, 2020-04, Vol.57 (4), p.481-509

Andersen, Katja N.

2020

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The trajectory of computer science education policy in Ireland: A document analysis narrative

European journal of education, 2022-09, Vol.57 (3), p.512-529

2022

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Introduction to concept inventories for medical physics education

Journal of applied clinical medical physics, 2023-10, Vol.24 (10), p.e14130-e14130

2023

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Fostering expansive and connective sensemaking with preservice secondary science teachers

Journal of research in science teaching, 2024-05, Vol.61 (5), p.1093-1133

2024

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Defining and unpacking the core concepts of pharmacology education

Pharmacology research & perspectives, 2021-12, Vol.9 (6), p.e00894-n/a

2021

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Learning from COVID‐19: Research education in troubling times

School science and mathematics, 2023-10, Vol.123 (6), p.265-277

2023

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Developing perceptions about science in preservice early childhood educators

School science and mathematics, 2021-12, Vol.121 (8), p.481-494

2021

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Sustaining shifts in science teaching through a research–practice partnership

School science and mathematics, 2022-10, Vol.122 (6), p.298-310

2022

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A laboratory competency examination in microbiology

FEMS microbiology letters, 2018-10, Vol.365 (20), p.1

2018

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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation

Journal of research in science teaching, 2022-10, Vol.59 (8), p.1388-1415

Chowning, Jeanne T.

2022

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Science education reform conundrum: An analysis of teacher developed common assessments

School science and mathematics, 2021-05, Vol.121 (5), p.299-309

2021

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Impact of self‐efficacy and percentage of English learners on implementation of instructional practices by secondary mathematics and science teachers

School science and mathematics, 2022-10, Vol.122 (6), p.311-323

DeLozier, Rebecca

2022

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Learning to teach science in urban schools: Context as content

School science and mathematics, 2021-01, Vol.121 (1), p.46-57

2021

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VISTA: A teaching aid to enhance contextual teaching

Computer applications in engineering education, 2021-11, Vol.29 (6), p.1526-1541

2021

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Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers

School science and mathematics, 2021-03, Vol.121 (3), p.154-163

2021

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“Students were just sticky notes on JamBoard”: A first‐year biology teacher's story of 2020–2021

School science and mathematics, 2022-05, Vol.122 (5), p.235-246

Weinburgh, Molly H.

2022

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Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science

Journal of research in science teaching, 2011-04, Vol.48 (4), p.414-436

2011

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Preparing preservice teachers to teach science to english learners: A review

Journal of research in science teaching, 2021-05, Vol.58 (5), p.625-660

2021

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“We do STEM”: Unsettled conceptions of STEM education in middle school S.T.E.M. classrooms

School science and mathematics, 2018-12, Vol.118 (8), p.335-347

2018

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A call for a new geoscience education research agenda

Journal of research in science teaching, 2010-02, Vol.47 (2), p.121-129

2010

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Pillars of Cloud‐Based Earth Observation Science Education

AGU advances, 2023-08, Vol.4 (4), p.n/a

2023

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Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness

School science and mathematics, 2015-12, Vol.115 (8), p.416-426

2015

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Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?

Journal of research in science teaching, 2018-01, Vol.55 (1), p.44-67

2018

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Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

Assessing task‐orientation potential in primary science textbooks: Toward a new approach

The trajectory of computer science education policy in Ireland: A document analysis narrative

Introduction to concept inventories for medical physics education

Fostering expansive and connective sensemaking with preservice secondary science teachers

Defining and unpacking the core concepts of pharmacology education

Learning from COVID‐19: Research education in troubling times

Developing perceptions about science in preservice early childhood educators

Sustaining shifts in science teaching through a research–practice partnership

A laboratory competency examination in microbiology

Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation

Science education reform conundrum: An analysis of teacher developed common assessments

Impact of self‐efficacy and percentage of English learners on implementation of instructional practices by secondary mathematics and science teachers

Learning to teach science in urban schools: Context as content

VISTA: A teaching aid to enhance contextual teaching

Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers

“Students were just sticky notes on JamBoard”: A first‐year biology teacher's story of 2020–2021

Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science

Preparing preservice teachers to teach science to english learners: A review

“We do STEM”: Unsettled conceptions of STEM education in middle school S.T.E.M. classrooms

A call for a new geoscience education research agenda

Pillars of Cloud‐Based Earth Observation Science Education

Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness

Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?

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