Works matching IS 00368326 AND DT 2018 AND VI 102 AND IP 6
Results: 14
INFERIOR: HOW SCIENCE GOT WOMEN WRONG‐AND THE NEW RESEARCH THAT'S REWRITING THE STORY. AngelaSaini. Beacon Press; Reprint edition (c), Boston. 2018. 224 pages. ISBN: 13: 978–0807010037.
- Published in:
- 2018
- By:
- Publication type:
- Book Review
LOOKING BACKWARDS TO MOVE BIOLOGY EDUCATION TOWARD ITS HUMANITARIAN POTENTIAL: A REVIEW OF DARWINISM, DEMOCRACY, AND RACE. John, P. JacksonJr.David, J. Depew.
- Published in:
- 2018
- By:
- Publication type:
- Book Review
MAKING SENSE OF GENES. KostasKampourakis. Cambridge University Press, New York City, New York. 2017. 307 pages. ISBN: 9781107128132.
- Published in:
- 2018
- By:
- Publication type:
- Book Review
ENGINEERING IN ELEMENTARY STEM EDUCATION: CURRICULUM DESIGN, INSTRUCTION, LEARNING, AND ASSESSMENT. Christine M.Cunningham. Teachers College Press (c), New York. 2018. 176 pages. ISBN: 13: 978‐0807758779.
- Published in:
- 2018
- By:
- Publication type:
- Book Review
Young students' understanding of the relationship between inheritance and variation of traits using structural equation modeling.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1201, doi. 10.1002/sce.21470
- By:
- Publication type:
- Article
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1363, doi. 10.1002/sce.21477
- By:
- Publication type:
- Article
Toward a critical theory of science, technology, engineering, and mathematics doctoral persistence: Critical capital theory.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1319, doi. 10.1002/sce.21474
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- Publication type:
- Article
Improving the preparation of novice secondary science teachers for English learners: A proof of concept study.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1288, doi. 10.1002/sce.21473
- By:
- Publication type:
- Article
Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1265, doi. 10.1002/sce.21472
- By:
- Publication type:
- Article
Fostering high school students' conceptual understanding and argumentation performance in science through Quality Talk discussions.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1239, doi. 10.1002/sce.21471
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- Publication type:
- Article
Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1336, doi. 10.1002/sce.21476
- By:
- Publication type:
- Article
Fostering students' epistemic agency through the co‐configuration of moth research.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1176, doi. 10.1002/sce.21469
- By:
- Publication type:
- Article
Who produces knowledge? Transforming undergraduate students' views of science through participatory action research.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1155, doi. 10.1002/sce.21453
- By:
- Publication type:
- Article
Issue Information.
- Published in:
- Science Education, 2018, v. 102, n. 6, p. 1151, doi. 10.1002/sce.21312
- Publication type:
- Article