| Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations |
19 |
| Coming to terms: Addressing the persistence of hands-on and other reform terminology in the era of science as practice |
15 |
| What is engineering? Elaborating the nature of engineering for K-12 education |
13 |
| What are we talking about when we talk about STEM education? A review of literature |
12 |
| Managing uncertainty in scientific argumentation |
12 |
| Defining sensemaking: Bringing clarity to a fragmented theoretical construct |
11 |
| Supporting teachers to negotiate uncertainty for science, students, and teaching |
11 |
| Engagement in science through citizen science: Moving beyond data collection |
11 |
| Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach |
10 |
| Automated text scoring and real-time adjustable feedback: Supporting revision of scientific arguments involving uncertainty |
10 |
| Grappling with racism as foundational practice of science teaching |
10 |
| Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence |
9 |
| What are critical features of science curriculum materials that impact student and teacher outcomes? |
9 |
| Early informal STEM experiences and STEM identity: The importance of talking science |
9 |
| The impact of college- and university-run high school summer programs on students' end of high school STEM career aspirations |
9 |
| Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities |
8 |
| Characterizing elementary teachers' enactment of high-leverage practices through engineering design-based science instruction |
8 |
| Fostering high school students' conceptual understanding and argumentation performance in science through Quality Talk discussions |
7 |
| Learning benefits of secondary school students' inquiry-related curiosity: A cross-grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities |
7 |
| Disciplinary authenticity and personal relevance in school science |
7 |
| An inquiry into the structure of situational interests |
6 |
| Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education |
6 |
| Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching |
6 |
| Epistemic tools in engineering design for K-12 education |
6 |
| How do middle school girls of color develop STEM identities? Middle school girls' participation in science activities and identification with STEM careers |
6 |
| Instructional leadership in the era of the NGSS: Principals' understandings of science practices |
6 |
| Global climate change in US high school curricula: Portrayals of the causes, consequences, and potential responses |
6 |
| Illuminating political clarity in culturally relevant science instruction |
6 |
| Ninth-grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines |
5 |
| Who produces knowledge? Transforming undergraduate students' views of science through participatory action research |
5 |
| Fostering students' epistemic agency through the co-configuration of moth research |
5 |
| Improving STEM program quality in out-of-school-time: Tool development and validation |
5 |
| Students' representational competence with drawing technology across two domains of science |
5 |
| Becoming a naturalist: Interest development across the learning ecology |
5 |
| Data-based conjectures for supporting responsive teaching in engineering design with elementary teachers |
5 |
| Authentic science with citizen science and student-driven science fair projects |
5 |
| Framing negotiation: Dynamics of epistemological and positional framing in small groups during scientific modeling |
5 |
| Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom |
5 |
| Language ideologies in science education |
5 |
| Introduction to special issue: Epistemic tools in science education |
5 |
| Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom |
5 |
| Boosting the numbers of STEM majors? The role of high schools with a STEM program |
4 |
| High school students' evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science |
4 |
| #BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education |
4 |
| Gender disparities in students' motivational experiences in high school science classrooms |
4 |
| Supporting knowledge construction in elementary engineering design |
4 |
| Epistemic tools for science classrooms: The continual need to accommodate and adapt |
4 |
| Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics |
4 |
| Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity |
4 |
| Relevance and relational responsibility in justice-oriented science education research |
4 |
