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Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

International journal of STEM education, 2024-12, Vol.11 (1), p.33-25, Article 33

2024

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Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

International journal of STEM education, 2024-12, Vol.11 (1), p.42-18, Article 42

2024

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A meta-analysis of interdisciplinary teaching abilities among elementary and secondary school STEM teachers

International journal of STEM education, 2024-12, Vol.11 (1), p.38-20

2024

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Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention

International journal of STEM education, 2024-12, Vol.11 (1), p.39-20

2024

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Introducing quantum information and computation to a broader audience with MOOCs at OpenHPI

EPJ quantum technology, 2024-12, Vol.11 (1), p.59, Article 59

2024

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From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.20-13, Article 20

Acut, Dharel P.

2024

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Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan

Journal für Mathematik-Didaktik (Internet), 2024-12, Vol.45 (2), Article 14

2024

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Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

International journal of STEM education, 2024-12, Vol.11 (1), p.12-33, Article 12

Dost, Gulsah

2024

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Spooky action at a distance? A two-phase study into learners’ views of quantum entanglement

EPJ quantum technology, 2024-12, Vol.11 (1), p.33, Article 33

2024

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Alternative grading practices in undergraduate STEM education: a scoping review

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.15-20, Article 15

2024

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Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms

Journal für Mathematik-Didaktik (Internet), 2024-12, Vol.45 (2), Article 12

2024

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Unpacking the nuances: an exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.18-19

2024

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Correction: Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

International journal of STEM education, 2024-12, Vol.11 (1), p.16-1, Article 16

2024

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Influence of career awareness on STEM career interests: examining the roles of self-efficacy, outcome expectations, and gender

International journal of STEM education, 2024-12, Vol.11 (1), p.22-21, Article 22

2024

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Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship

International journal of STEM education, 2024-12, Vol.11 (1), p.17-13, Article 17

2024

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Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM

International journal of STEM education, 2024-12, Vol.11 (1), p.25-21, Article 25

2024

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A microgenetic analysis of teachers’ learning through teaching

International journal of STEM education, 2024-12, Vol.11 (1), p.29-26, Article 29

2024

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Video watching and hands-on experiments to learn science: what can each uniquely contribute?

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.17-15, Article 17

2024

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The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis

International journal of STEM education, 2024-12, Vol.11 (1), p.28-15

2024

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“Not a cookie cutter situation”: how neurodivergent students experience group work in their STEM courses

International journal of STEM education, 2024-12, Vol.11 (1), p.47-35, Article 47

2024

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Taking the next step in wildfire education: integrating multiple knowledge forms into co-produced high school fire science curricula

Fire ecology, 2024-12, Vol.20 (1), p.62, Article 62

2024

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From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.7-32, Article 7

2024

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Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

International journal of STEM education, 2024-12, Vol.11 (1), p.8-24, Article 8

2024

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“That’s just the way it is”: bullying and harassment in STEM academia

International journal of STEM education, 2024-12, Vol.11 (1), p.27-14, Article 27

2024

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Gender patterns in engineering PhD teaching assistant evaluations corroborate role congruity theory

International journal of STEM education, 2024-12, Vol.11 (1), p.5-18, Article 5

2024

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Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

A meta-analysis of interdisciplinary teaching abilities among elementary and secondary school STEM teachers

Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention

Introducing quantum information and computation to a broader audience with MOOCs at OpenHPI

From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Spooky action at a distance? A two-phase study into learners’ views of quantum entanglement

Alternative grading practices in undergraduate STEM education: a scoping review

Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms

Unpacking the nuances: an exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change

Correction: Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

Influence of career awareness on STEM career interests: examining the roles of self-efficacy, outcome expectations, and gender

Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship

Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM

A microgenetic analysis of teachers’ learning through teaching

Video watching and hands-on experiments to learn science: what can each uniquely contribute?

The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis

“Not a cookie cutter situation”: how neurodivergent students experience group work in their STEM courses

Taking the next step in wildfire education: integrating multiple knowledge forms into co-produced high school fire science curricula

From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis

Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

“That’s just the way it is”: bullying and harassment in STEM academia

Gender patterns in engineering PhD teaching assistant evaluations corroborate role congruity theory

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