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There are 81495 results for: content related to: Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

  1. Agency amidst formidable structures: How girls perform gender in science class

    Journal of Research in Science Teaching

    Volume 52, Issue 4, April 2015, Pages: 474–488, Heidi B. Carlone, Angela Johnson and Catherine M. Scott

    Version of Record online : 27 FEB 2015, DOI: 10.1002/tea.21224

  2. Careers “From” but not “in” science: Why are aspirations to be a scientist challenging for minority ethnic students?

    Journal of Research in Science Teaching

    Volume 52, Issue 7, September 2015, Pages: 979–1002, Billy Wong

    Version of Record online : 27 MAY 2015, DOI: 10.1002/tea.21231

  3. A case study of long-term engagement and identity-in-practice: Insights into the STEM pathways of four underrepresented youths

    Journal of Research in Science Teaching

    Volume 53, Issue 5, May 2016, Pages: 768–801, Jrène Rahm and John C. Moore

    Version of Record online : 23 SEP 2015, DOI: 10.1002/tea.21268

  4. Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms

    Journal of Research in Science Teaching

    Volume 52, Issue 3, March 2015, Pages: 347–370, Minjung Ryu

    Version of Record online : 7 JAN 2015, DOI: 10.1002/tea.21194

  5. Science identity trajectories of latecomers to science in college

    Journal of Research in Science Teaching

    Volume 50, Issue 7, September 2013, Pages: 826–857, Phoebe A. Jackson and Gale Seiler

    Version of Record online : 24 APR 2013, DOI: 10.1002/tea.21088

  6. Beyond preparation: Identity, cultural capital, and readiness for graduate school in the biomedical sciences

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 1021–1048, J. Lynn Gazley, Robin Remich, Michelle E. Naffziger-Hirsch, Jill Keller, Patricia B. Campbell and Richard McGee

    Version of Record online : 16 JUL 2014, DOI: 10.1002/tea.21164

  7. Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 462–496, Brian M. Donovan

    Version of Record online : 30 DEC 2013, DOI: 10.1002/tea.21138

  8. A longitudinal study of environmental and outdoor education: A cultural change

    Journal of Research in Science Teaching

    Volume 50, Issue 9, November 2013, Pages: 1019–1046, Tali Tal and Orly Morag

    Version of Record online : 24 SEP 2013, DOI: 10.1002/tea.21111

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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

  10. How science texts and hands-on explorations facilitate meaning making: Learning from Latina/o third graders

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1246–1274, Maria Varelas, Lynne Pieper, Amy Arsenault, Christine C. Pappas and Neveen Keblawe-Shamah

    Version of Record online : 8 SEP 2014, DOI: 10.1002/tea.21173

  11. Examining student work for evidence of teacher uptake of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 52, Issue 6, August 2015, Pages: 816–846, Amber Schultz Bismack, Anna Maria Arias, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21220

  12. Parental support and high school students' motivation in biology, chemistry, and physics: Understanding differences among latino and caucasian boys and girls

    Journal of Research in Science Teaching

    Volume 52, Issue 10, December 2015, Pages: 1386–1407, Sandra D. Simpkins, Chara D. Price and Krystal Garcia

    Version of Record online : 8 MAY 2015, DOI: 10.1002/tea.21246

  13. Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

    Journal of Research in Science Teaching

    Volume 52, Issue 9, November 2015, Pages: 1296–1324, Elizabeth Hufnagel

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21245

  14. Science as a classed and gendered endeavor: Persistence of two white female first-generation college students within an undergraduate science context

    Journal of Research in Science Teaching

    Volume 50, Issue 7, September 2013, Pages: 802–825, Rachel E. Wilson and Julie Kittleson

    Version of Record online : 17 APR 2013, DOI: 10.1002/tea.21087

  15. Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science

    Journal of Research in Science Teaching

    Volume 50, Issue 10, December 2013, Pages: 1143–1179, Edna Tan, Angela Calabrese Barton, Hosun Kang and Tara O'Neill

    Version of Record online : 28 OCT 2013, DOI: 10.1002/tea.21123

  16. 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

  17. The practice of using evidence in kindergarten: The role of purposeful observation

    Journal of Research in Science Teaching

    Volume 53, Issue 8, October 2016, Pages: 1232–1258, Sabela F. Monteira and María Pilar Jiménez-Aleixandre

    Version of Record online : 24 JUL 2015, DOI: 10.1002/tea.21259

  18. Validation of automated scoring of science assessments

    Journal of Research in Science Teaching

    Volume 53, Issue 2, February 2016, Pages: 215–233, Ou Lydia Liu, Joseph A. Rios, Michael Heilman, Libby Gerard and Marcia C. Linn

    Version of Record online : 8 JAN 2016, DOI: 10.1002/tea.21299

  19. Exploring the influence of learning progressions in two teacher communities

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 982–1020, Erin Marie Furtak and Sara C. Heredia

    Version of Record online : 6 JUN 2014, DOI: 10.1002/tea.21156

  20. Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 561–596, Joi Phelps Walker and Victor Sampson

    Version of Record online : 25 MAR 2013, DOI: 10.1002/tea.21082