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There are 17121 results for: content related to: Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race

  1. Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice

    Journal of Research in Science Teaching

    Volume 54, Issue 3, March 2017, Pages: 379–411, Brian M. Donovan

    Version of Record online : 20 OCT 2016, DOI: 10.1002/tea.21370

  2. The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy

    Journal of Research in Science Teaching

    Volume 53, Issue 4, April 2016, Pages: 620–663, Idit Adler, Michal Zion and Zemira R. Mevarech

    Version of Record online : 23 SEP 2015, DOI: 10.1002/tea.21272

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    A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

    Journal of Research in Science Teaching

    Volume 54, Issue 1, January 2017, Pages: 82–120, Fouad Abd-El-Khalick, John Y. Myers, Ryan Summers, Jeanne Brunner, Noemi Waight, Nader Wahbeh, Ava A. Zeineddin and Jeremy Belarmino

    Version of Record online : 16 JUN 2016, DOI: 10.1002/tea.21339

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    Attending to affect

    Journal of Research in Science Teaching

    Volume 51, Issue 7, September 2014, Pages: 821–835, David Fortus

    Version of Record online : 29 MAY 2014, DOI: 10.1002/tea.21155

  5. School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 952–988, Dana Vedder-Weiss and David Fortus

    Version of Record online : 20 AUG 2013, DOI: 10.1002/tea.21103

  6. Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes

    Journal of Research in Science Teaching

    Volume 54, Issue 4, April 2017, Pages: 463–492, Lindsay B. Wheeler, Jennifer L. Maeng, Jennie L. Chiu and Randy L. Bell

    Version of Record online : 5 DEC 2016, DOI: 10.1002/tea.21373

  7. Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance

    Journal of Research in Science Teaching

    Antonio González, María-Victoria Carrera Fernández and Paola-Verónica Paoloni

    Version of Record online : 29 DEC 2016, DOI: 10.1002/tea.21377

  8. Applying a Goal-Driven Model of Science Teacher Cognition to the Resolution of Two Anomalies in Research on the Relationship Between Science Teacher Education and Classroom Practice

    Journal of Research in Science Teaching

    Todd L. Hutner and Arthur B. Markman

    Version of Record online : 5 FEB 2017, DOI: 10.1002/tea.21383

  9. Empirical refinements of a molecular genetics learning progression: The molecular constructs

    Journal of Research in Science Teaching

    Volume 53, Issue 9, November 2016, Pages: 1385–1418, Amber Todd and Lisa Kenyon

    Version of Record online : 18 JUN 2015, DOI: 10.1002/tea.21262

  10. Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

    Journal of Research in Science Teaching

    Volume 53, Issue 10, December 2016, Pages: 1546–1570, Leon Walls

    Version of Record online : 6 JUL 2015, DOI: 10.1002/tea.21266

  11. Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to ecosystems

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 523–554, George E. DeBoer, Edys S. Quellmalz, Jodi L. Davenport, Michael J. Timms, Cari F. Herrmann-Abell, Barbara C. Buckley, Kevin A. Jordan, Chun-Wei Huang and Jean C. Flanagan

    Version of Record online : 27 JAN 2014, DOI: 10.1002/tea.21145

  12. Exploring high school biology students' engagement with more and less epistemologically considerate texts

    Journal of Research in Science Teaching

    Volume 50, Issue 10, December 2013, Pages: 1232–1257, Matthew Kloser

    Version of Record online : 3 OCT 2013, DOI: 10.1002/tea.21109

  13. Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 530–560, Per Morten Kind

    Version of Record online : 2 APR 2013, DOI: 10.1002/tea.21086

  14. Development of an Empirically Based Questionnaire to Investigate Young Students' Ideas About Nature of Science

    Journal of Research in Science Teaching

    Volume 50, Issue 4, April 2013, Pages: 408–430, Sufen Chen, Wen-Hua Chang, Sang-Chong Lieu, Huey-Lien Kao, Mao-Tsai Huang and Shu-Fen Lin

    Version of Record online : 31 JAN 2013, DOI: 10.1002/tea.21079

  15. Writing from different cultural contexts: How college students frame an environmental SSI through written arguments

    Journal of Research in Science Teaching

    Volume 54, Issue 2, February 2017, Pages: 195–218, Meena M. Balgopal, Alison M. Wallace and Steven Dahlberg

    Version of Record online : 5 AUG 2016, DOI: 10.1002/tea.21342

  16. Expectancy-value and children's science achievement: Parents matter

    Journal of Research in Science Teaching

    Julie A. Thomas and Kamden K. Strunk

    Version of Record online : 3 FEB 2017, DOI: 10.1002/tea.21382

  17. “A ton of faith in science!” Nature and role of assumptions in, and ideas about, science and epistemology generated upon watching a sci-fi film

    Journal of Research in Science Teaching

    Volume 53, Issue 8, October 2016, Pages: 1143–1171, John Y. Myers and Fouad Abd-El-Khalick

    Version of Record online : 15 APR 2016, DOI: 10.1002/tea.21324

  18. Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 53, Issue 3, March 2016, Pages: 422–449, Anna Maria Arias, Amber Schultz Bismack, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21250

  19. Factors contributing to students’ misconceptions in learning covalent bonds

    Journal of Research in Science Teaching

    Volume 54, Issue 4, April 2017, Pages: 520–537, Erman Erman

    Version of Record online : 5 DEC 2016, DOI: 10.1002/tea.21375

  20. STEM students’ social agency and views on working for social change: Are STEM disciplines developing socially and civically responsible students?

    Journal of Research in Science Teaching

    Volume 52, Issue 5, May 2015, Pages: 610–632, Juan C. Garibay

    Version of Record online : 27 FEB 2015, DOI: 10.1002/tea.21203