Designing and leading justice‐centered informal STEM education: A framework for core equitable practices

2024-8-27

Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience

2024-8-27

Exploring how museums can support science teacher leaders as boundary spanners

2024-8-26

Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures

2024-8-24

Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

2024-8-21

How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology

2024-8-20

Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners

2024-8-19

Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data

2024-8-12

Practical measures of science teacher learning: Conceptualizing organizational functions and affordances

2024-8-6

Issue Information

2024-8-5

Critical climate awareness as a science education outcome

2024-7-31

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

2024-7-31

“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024

2024-7-27

A holistic understanding of inclusion in STEM: Systemic challenges and support for women and LGBT+ academics and PhD students

2024-7-27

How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development?

2024-7-26

Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms

2024-7-5

“This isn't school, you know”: Designing for science teachers’ sensemaking of STEM ecosystems

2024-7-5

Dreaming of disability‐as‐possibility as a humanistic STEM education futurity

2024-6-18

Multilingual learners’ exposure to science and language inputs in elementary school: ¿<i>Qué sabemos</i>?

2024-6-18

The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

2024-6-12

Issue Information

2024-6-6

Racialized spatial imaginaries: Authoring an elementary school teacher of engineering identity

2024-6-1

A cultural‐historical study of how educators create conditions for infant and toddler learning in science

2024-6-1

The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness

2024-5-27

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership

2024-5-23

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

2024-5-11

Characterizing engagement in the science practices: A study of preservice elementary teachers

2024-5-8

About birds and bees, snails and trees: Children's ideas on animal and plant evolution

2024-5-7

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

2024-4-29

Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change

2024-4-23

A review of Mark Windschitl's <i>Teaching Climate Change</i>

2024-4-18

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

2024-4-11

Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers

2024-4-6

Not the only novice in the room: Partnerships and belongingness in a research immersion program

2024-4-3

Issue Information

2024-4-3

Teacher positioning within the figured world(s) of urban school science

2024-4-2

Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties

2024-4-2

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts

2024-4-2

Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect

2024-4-2

Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task

2024-3-30

Towards a constructivist view of instructional explanations as a core practice of science teachers

2024-3-26

Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends

2024-3-12

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

2024-3-8

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

2024-2-26

Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study

2024-2-21

Issue Information

2024-2-15