Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 576, doi. 10.1002/tea.21986
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- Publication type:
- Article
Works matching IS 00224308 AND DT 2025 AND VI 62 AND IP 2
Results: 10
1
2
Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching.
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- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 525, doi. 10.1002/tea.21984
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- Publication type:
- Article
3
"Powered by emotions": Exploring emotion induction in out‐of‐school authentic science learning.
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- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 553, doi. 10.1002/tea.21982
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- Publication type:
- Article
4
TRANSforming language use in science education through trans and queer studies.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 610, doi. 10.1002/tea.21981
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- Publication type:
- Article
5
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 426, doi. 10.1002/tea.21980
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- Publication type:
- Article
6
The IPM cycle: An instructional tool for promoting students' engagement in modeling practices and construction of models.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 391, doi. 10.1002/tea.21979
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- Publication type:
- Article
7
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 620, doi. 10.1002/tea.21978
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- Publication type:
- Article
8
"I feel listened to and heard": How social support fosters a sense of belonging for low‐income STEM majors.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 461, doi. 10.1002/tea.21977
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- Publication type:
- Article
9
"Getting along" and "using evidence": Elementary engineering as contentious practice.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 491, doi. 10.1002/tea.21976
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- Publication type:
- Article
10
Issue Information.
- Published in:
- Journal of Research in Science Teaching, 2025, v. 62, n. 2, p. 389, doi. 10.1002/tea.21952
- Publication type:
- Article