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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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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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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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Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform

Journal of research in science teaching, 2011-08, Vol.48 (6), p.624-647

2011

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Trends of Mobile Learning in Computing Education from 2006 to 2014: A Systematic Review of Research Publications

International journal of mobile and blended learning, 2017-01, Vol.9 (1), p.16-33

2017

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Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Journal of research in science teaching, 2010-08, Vol.47 (6), p.716-741

2010

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A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

International journal of web-based learning and teaching technologies, 2019-07, Vol.14 (3), p.39-54

2019

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Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan : The role of epistemic beliefs about science in scientific literacy

Journal of research in science teaching, 2019-12, Vol.56 (10), p.1309-1340

2019

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Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Journal of research in science teaching, 2018-05, Vol.55 (5), p.712-748

2018

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Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum

Journal of research in science teaching, 2023-12, Vol.60 (10), p.2216-2254

2023

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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1389-1426

2024

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Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Journal of research in science teaching, 2018-10, Vol.55 (8), p.1111-1133

2018

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Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Journal of autism and developmental disorders, 2022-08, Vol.52 (8), p.3574-3585

2022

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Teaching Health Justice and Reimagining Narratives of Place through Community-Driven Science Practices

Journal of research in science teaching, 2023-10, Vol.60 (8), p.1817-1852

Visintainer, Tammie

2023

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“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

Journal of research in science teaching, 2023-08, Vol.60 (6), p.1195-1222

2023

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Toward Decolonizing STEM: Centering Place and Sense of Place for Community-Based Problem-Solving

Journal of research in science teaching, 2023-10, Vol.60 (8), p.1755-1785

2023

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Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy

Journal of research in science teaching, 2022-01, Vol.59 (1), p.95-126

2022

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Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum

Journal of research in science teaching, 2024-01, Vol.61 (1), p.203-227

2024

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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

Journal of research in science teaching, 2024-03, Vol.61 (3), p.706-735

2024

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Connected by emotion: Teacher agency in an online science education course during COVID‐19

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1237-1262

2024

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Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

Journal of research in science teaching, 2022-08, Vol.59 (6), p.1035-1064

2022

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Designing educational systems to support enactment of the Next Generation Science Standards

Journal of research in science teaching, 2018-09, Vol.55 (7), p.1026-1052

2018

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Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

Journal of research in science teaching, 2024-02, Vol.61 (2), p.319-357

2024

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AI and formative assessment: The train has left the station

Journal of research in science teaching, 2023-08, Vol.60 (6), p.1390-1398

2023

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Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Journal of research in science teaching, 2022-11, Vol.59 (9), p.1651-1691

2022

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Fostering expansive and connective sensemaking with preservice secondary science teachers

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

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

Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform

Trends of Mobile Learning in Computing Education from 2006 to 2014: A Systematic Review of Research Publications

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan : The role of epistemic beliefs about science in scientific literacy

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Teaching Health Justice and Reimagining Narratives of Place through Community-Driven Science Practices

“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

Toward Decolonizing STEM: Centering Place and Sense of Place for Community-Based Problem-Solving

Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy

Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum

Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

Connected by emotion: Teacher agency in an online science education course during COVID‐19

Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

Designing educational systems to support enactment of the Next Generation Science Standards

Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

AI and formative assessment: The train has left the station

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

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