| Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success |
42 |
| Supporting girls' and boys' engagement in math and science learning: A mixed methods study |
23 |
| Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards |
22 |
| Grasp of evidence: Problematizing and expanding the next generation science standards' conceptualization of evidence |
16 |
| The effect of authentic project-based learning on attitudes and career aspirations in STEM |
15 |
| A person-in-context approach to student engagement in science: Examining learning activities and choice |
14 |
| Key challenges and future directions for educational research on scientific argumentation |
13 |
| The imperative to move toward a dimension of care in engineering education |
10 |
| Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education |
10 |
| Teachers' learning to facilitate high-level student thinking: Impact of a video-based professional development |
9 |
| Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning |
9 |
| Designing educational systems to support enactment of the Next Generation Science Standards |
9 |
| An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline |
9 |
| Development and validation of an instrument to assess student attitudes toward science across grades 5 through 10 |
9 |
| Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding |
8 |
| How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation |
8 |
| From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations |
8 |
| System competence modelling: Theoretical foundation and empirical validation of a model involving natural, social and human-environment systems |
8 |
| Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career |
8 |
| Characterizing teacher attention to student thinking: A role for epistemological messages |
7 |
| An analysis of award-winning science trade books for children: Who are the scientists, and what is science? |
7 |
| Uncovering young children's motivational beliefs about learning science |
6 |
| I don't think it's science: African American girls and the figured world of school science |
6 |
| Using a three-dimensional thinking graph to support inquiry learning |
6 |
| Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components |
6 |
| Students as curriculum critics: Standpoints with respect to relevance, goals, and science |
6 |
| Investigating a learning progression for energy ideas from upper elementary through high school |
6 |
| Gesticulating science: Emergent bilingual students' use of gestures |
6 |
| Students' environmental NOS views, compassion, intent, and action: Impact of place-based socioscientific issues instruction |
6 |
| Black girls speak STEM: Counterstories of informal and formal learning experiences |
5 |
| Students' recognition of educational demands in the context of a socioscientific issues curriculum |
5 |
| Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials |
5 |
| How strongly does statistical reasoning influence knowledge and acceptance of evolution? |
5 |
| Objectivity, subjectivity, and emotion in school science inquiry |
5 |
| The challenges of alignment for the Next Generation Science Standards |
5 |
| Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways |
5 |
| Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects |
5 |
| Forms of science capital mobilized in adolescents' engineering projects |
5 |
| Investigating the relationship between pre-service physics teachers' professional knowledge, self-concept, and interest |
5 |
| The role of high school racial composition and opportunities to learn in students' STEM college participation |
5 |
| Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy |
4 |
| Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student- and school-level science achievement |
4 |
| Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design |
4 |
| Assessing students' disciplinary and interdisciplinary understanding of global carbon cycling |
4 |
| A model of the factors influencing teaching identity among life sciences doctoral students |
4 |
| Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes |
4 |
| Students' understanding of the nature and purpose of models |
4 |
| A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work |
4 |
| Knowing more about things you care less about: Cross-sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry |
4 |
| An examination of the interactions between museum educators and students on a school visit to science museum |
4 |
