Works matching IS 0157244X AND DT 2022 AND VI 52 AND IP 4

Results: 20

A Cultural-historical Critique of How Engineering Knowledge is Constructed Through Research in Play-based Settings: What Counts as Evidence and What is Invisible?

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1355, doi. 10.1007/s11165-021-10012-y

By:

Fleer, Marilyn

Publication type:

Article

A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students' Emotional, Behavioural, and Cognitive Engagement.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1313, doi. 10.1007/s11165-021-10010-0

By:

Jimenez-Liso, M. Rut;
Bellocchi, Alberto;
Martinez-Chico, Maria;
Lopez-Gay, Rafael

Publication type:

Article

Teacher Agency in Social-Justice Aspirations and Inquiry-Based Science Instruction.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1375, doi. 10.1007/s11165-021-10015-9

By:

Taylor, Dale L.;
Lelliott, Anthony D.

Publication type:

Article

Introducing Iranian Primary Children to Atoms and Molecules.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1387, doi. 10.1007/s11165-021-10008-8

By:

Baji, Fatima;
Haeusler, Carole

Publication type:

Article

A Mixed Methods Comparison of Elementary Preservice Teachers' Conceptualization of Teaching Engineering.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1335, doi. 10.1007/s11165-021-10013-x

By:

Hammack, Rebekah;
Vo, Tina

Publication type:

Article

Comparing Student Responses to Convergent, Divergent, and Evaluative Nature of Science Questions.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1277, doi. 10.1007/s11165-021-10009-7

By:

Voss, Sarah;
Kruse, Jerrid;
Kent-Schneider, Isaiah

Publication type:

Article

Psychological Allostatic Load: the Cost of Persistence in STEM Disciplines.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1187, doi. 10.1007/s11165-021-10000-2

By:

Lamb, Richard;
Hoston, Douglas;
Lin, Jing;
Firestone, Jonah

Publication type:

Article

The Relationship Between Students' Casual Interest in Science and Their Perceptions of the Undergraduate Laboratory Environment.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1261, doi. 10.1007/s11165-021-10007-9

By:

Nyutu, Eva N.;
Cobern, William W.;
Pleasants, Brandy A. -S.

Publication type:

Article

Supporting Student Science Writing: Beyond Unreflective Macroscaffolds.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1207, doi. 10.1007/s11165-021-10006-w

By:

Oliveira, Alandeom W.

Publication type:

Article

Teachers' and Their Pupils' Performance on Plant Nutrition: a Comparative Case.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1109, doi. 10.1007/s11165-020-09987-x

By:

García-Fernández, Beatriz;
Sobrino-Costoso, Carlos-Emeterio;
Ruiz-Gallardo, José-Reyes

Publication type:

Article

Increasing Girls' STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1243, doi. 10.1007/s11165-021-10003-z

By:

Stephenson, Tanya;
Fleer, Marilyn;
Fragkiadaki, Glykeria

Publication type:

Article

Analysis of Students' Diagrams Explaining Scientific Phenomena.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1225, doi. 10.1007/s11165-021-10004-y

By:

McLure, Felicity;
Won, Mihye;
Treagust, David F.

Publication type:

Article

Foregrounding Intersectionality in Considerations of Diversity: Confronting Discrimination in Science Teacher Education.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1157, doi. 10.1007/s11165-021-10001-1

By:

Burke, Lydia E. Carol-Ann

Publication type:

Article

Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1293, doi. 10.1007/s11165-021-10005-x

By:

Roth, Tamara;
Conradty, Cathérine;
Bogner, Franz X.

Publication type:

Article

Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1171, doi. 10.1007/s11165-021-10002-0

By:

Cairns, Dean;
Areepattamannil, Shaljan

Publication type:

Article

A Qualitative Examination of Science Teachers' Emotions, Emotion Regulation Goals and Strategies.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1131, doi. 10.1007/s11165-020-09986-y

By:

Uzuntiryaki-Kondakci, Esen;
Kirbulut, Zubeyde Demet;
Oktay, Ozlem;
Sarici, Esra

Publication type:

Article

An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students' Difficulties in Arguing About Bottled Water Consumption.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1075, doi. 10.1007/s11165-020-09985-z

By:

Rodríguez-Mora, Francisco;
Cebrián-Robles, Daniel;
Blanco-López, Ángel

Publication type:

Article

Science Cafés: Exploring Adults' Motivation to Learn Science in a Community Space.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1055, doi. 10.1007/s11165-020-09982-2

By:

Childers, Gina;
Governor, Donna;
Osmond, David;
Britton, Stacey

Publication type:

Article

Effects of Teacher Professional Development and Science Classroom Learning Environment on Students' Science Achievement.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1031, doi. 10.1007/s11165-020-09979-x

By:

Li, Siqi;
Liu, Xiufeng;
Yang, Yang;
Tripp, Jennifer

Publication type:

Article

Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula.

Published in:

Research in Science Education, 2022, v. 52, n. 4, p. 1093, doi. 10.1007/s11165-020-09980-4

By:

Havu-Nuutinen, Sari;
Kewalramani, Sarika;
Veresov, Nikolai;
Pöntinen, Susanna;
Kontkanen, Sini

Publication type:

Article