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Publicado: (2024)

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

STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
por: Okhee Lee, et al.
Publicado: (2025)

Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
por: Marko Telenius, et al.
Publicado: (2025)

A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning
por: Fatma Yaman, et al.
Publicado: (2025)

Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?
por: Lulu Garah, et al.
Publicado: (2025)

Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum
por: Emily Adah Miller, et al.
Publicado: (2025)

Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources
por: Xiaoyu Tang, et al.
Publicado: (2025)

The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study
por: Richard Brock, et al.
Publicado: (2025)

A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence
por: Yizhu Gao, et al.
Publicado: (2025)

The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐16
por: Xiaofang Sun, et al.
Publicado: (2025)

STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023
por: Chanh B. Lam, et al.
Publicado: (2025)

Rigor and Representation: Leading the Next Five Years of JRST
por: Matthew Kloser, et al.
Publicado: (2025)

Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?
por: Jannis Zeller, et al.
Publicado: (2025)

Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today
por: Kathryn L. Kirchgasler, et al.
Publicado: (2025)

Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach
por: Wisal Ganaiem, et al.
Publicado: (2025)

Elementary Students' Metacognitive Knowledge of Epistemic Criteria
por: Danielle Murphy, et al.
Publicado: (2025)

Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study
por: Kristin Fiedler, et al.
Publicado: (2025)

Reinventing Science Standards to Better Support Meaningful Science Learning
por: Jeffrey Nordine, et al.
Publicado: (2025)

Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection
por: Amanda Peel, et al.
Publicado: (2025)

Gendered Positions in Technology Education: A Discourse Analysis of Images From Swedish and Finnish Upper Secondary Schools
por: Louise Björlin Svozil, et al.
Publicado: (2025)

Emotions Experienced by Preservice Early Childhood Teachers During a Training Program in Inquiry‐Based Science Education
por: María Marta Alarcón‐Orozco, et al.
Publicado: (2025)

Reframing AI in Education: A Pedagogical Opportunity, Not a Technocratic Threat
por: Savvas A. Chatzichristofis
Publicado: (2025)

Addressing media and information literacy in engineering design education: Learning to design technologies in the era of science denial and misinformation
por: Greses Pérez, et al.
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)