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Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students

Science education (Salem, Mass.), 2011-09, Vol.95 (5), p.877-907

2011

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Transforming energy instruction in middle school to support integrated understanding and future learning

Science education (Salem, Mass.), 2011-07, Vol.95 (4), p.670-699

2011

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Working toward a stronger conceptualization of scientific explanation for science education

Science education (Salem, Mass.), 2011-07, Vol.95 (4), p.639-669

2011

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Classroom communities' adaptations of the practice of scientific argumentation

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.191-216

2011

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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.217-257

2011

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Motivation, achievement, and advanced placement intent of high school students learning science

Science education (Salem, Mass.), 2011-11, Vol.95 (6), p.1049-1065

2011

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The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons

Science education (Salem, Mass.), 2006-07, Vol.90 (4), p.605-631

2006

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The impact of collaboration on the outcomes of scientific argumentation

Science education (Salem, Mass.), 2009-05, Vol.93 (3), p.448-484

2009

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No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers

Science education (Salem, Mass.), 2009-03, Vol.93 (2), p.322-360

2009

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Nature of science as depicted in Turkish biology textbooks

Science education (Salem, Mass.), 2009-05, Vol.93 (3), p.422-447

Irez, Serhat

2009

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Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework

Science education (Salem, Mass.), 2009-09, Vol.93 (5), p.798-826

2009

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Situational interest of high school students who visit an aquarium

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.337-357

Dohn, Niels Bonderup

2011

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Science teachers' views of science and religion vs. the Islamic perspective: Conflicting or compatible?

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.281-309

Mansour, Nasser

2011

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Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study

Science education (Salem, Mass.), 2011-11, Vol.95 (6), p.1000-1025

2011

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Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

Science education (Salem, Mass.), 2011-11, Vol.95 (6), p.1124-1146

2011

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The problem with answers: An exploration of guided scientific inquiry teaching

Science education (Salem, Mass.), 2006-05, Vol.90 (3), p.453-467

Furtak, Erin Marie

2006

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Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation

Science education (Salem, Mass.), 2009-07, Vol.93 (4), p.656-677

2009

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Dimensions of communication in urban science education: Interactions and transactions

Science education (Salem, Mass.), 2011, Vol.95 (1), p.1-20

Emdin, Christopher

2011

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Mapping student understanding in chemistry: The Perspectives of Chemists

Science education (Salem, Mass.), 2009, Vol.93 (1), p.56-85

2009

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Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology

Science education (Salem, Mass.), 2002, Vol.86 (1), p.79-105

Seymour, Elaine

2002

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Beyond explanations: What else do students need to understand science?

Science education (Salem, Mass.), 2009-11, Vol.93 (6), p.1026-1049

2009

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Unraveling bias from student evaluations of their high school science teachers

Science education (Salem, Mass.), 2009-09, Vol.93 (5), p.827-845

2009

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Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld

Science education (Salem, Mass.), 2006-03, Vol.90 (2), p.173-201

2006

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Variations in science teaching modalities and students' pedagogic subject positioning through the discourse register and language code

Science education (Salem, Mass.), 2011-05, Vol.95 (3), p.431-457

2011

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High school science teachers' views of standards and accountability

Science education (Salem, Mass.), 2009-11, Vol.93 (6), p.1050-1075

2009

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Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students

Transforming energy instruction in middle school to support integrated understanding and future learning

Working toward a stronger conceptualization of scientific explanation for science education

Classroom communities' adaptations of the practice of scientific argumentation

Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Motivation, achievement, and advanced placement intent of high school students learning science

The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons

The impact of collaboration on the outcomes of scientific argumentation

No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers

Nature of science as depicted in Turkish biology textbooks

Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework

Situational interest of high school students who visit an aquarium

Science teachers' views of science and religion vs. the Islamic perspective: Conflicting or compatible?

Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study

Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

The problem with answers: An exploration of guided scientific inquiry teaching

Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation

Dimensions of communication in urban science education: Interactions and transactions

Mapping student understanding in chemistry: The Perspectives of Chemists

Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology

Beyond explanations: What else do students need to understand science?

Unraveling bias from student evaluations of their high school science teachers

Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld

Variations in science teaching modalities and students' pedagogic subject positioning through the discourse register and language code

High school science teachers' views of standards and accountability

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