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Publicado: (2025)

Trust, Distrust, and the “Competent Outsider”: Rethinking Science Education's Responsibilities in the (Dis)Information Crisis
por: Sara Tolbert
Publicado: (2025)

I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys
por: Ti'Era Worsley, et al.
Publicado: (2024)

The role of equitable classroom cultures for supporting interest in science
por: Corinne Singleton, et al.
Publicado: (2024)

Students' situational engagement profiles in formal and informal science learning environments
por: Patrick N. Beymer, et al.
Publicado: (2024)

Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness
por: Diana Bonilla, et al.
Publicado: (2024)

Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework
por: Okhee Lee, et al.
Publicado: (2024)

TRANSforming language use in science education through trans and queer studies
por: Ayça K. Fackler, et al.
Publicado: (2024)

Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi
por: Sharday N. Ewell, et al.
Publicado: (2024)

Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach
por: Lihua Tan, et al.
Publicado: (2024)

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
por: Tim Hartelt, et al.
Publicado: (2024)

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development
por: Alvir S. Sangha, et al.
Publicado: (2024)

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study
por: Maggie S. Mahmood, et al.
Publicado: (2024)

Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
por: Phil Seok Oh, et al.
Publicado: (2024)

Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition
por: Tamera Jones, et al.
Publicado: (2024)

Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective
por: Ayodele Abosede Ogegbo, et al.
Publicado: (2024)

“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning
por: Ella Yonai, et al.
Publicado: (2024)

Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom
por: Moriah Ariely, et al.
Publicado: (2024)

Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom
por: Jaimie Miller‐Friedmann, et al.
Publicado: (2024)

Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education
por: Stefanie L. Marshall, et al.
Publicado: (2024)

Preparing students for the modern information landscape and navigating science–technology–society issues
por: Jerrid Kruse, et al.
Publicado: (2024)

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity
por: Scott E. Grapin, et al.
Publicado: (2024)

Unveiling effectiveness: A meta‐analysis of professional development programs in science education
por: Hyesun You, et al.
Publicado: (2024)

Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar
por: Zahra Hazari, et al.
Publicado: (2024)

“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors
por: Madison R. Payne, et al.
Publicado: (2024)

The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers
por: Carly A. Busch, et al.
Publicado: (2024)