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Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about…
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How Do We Know Something Is Alive?
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Adapting Existing Curriculum for Equitable Learning Experiences
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Integrating Computational Modeling Into Science Instruction With English Learners
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Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the…
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Learning About Coastal Zone Plants—Integrating Formal and Informal Teaching and Learning Practices
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Translanguaging Using Technology
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A rudimentary level of scientific literacy is necessary in the general public. At the undergraduate level, this literacy can be achieved through general education courses offered in areas of natural sciences. Over the…
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The REACH Program Brings Science Practices to Students: A Teacher’s Perspective
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Learning the Temperature Dependency of Matter by Making Ice Cream
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Pollen Transfer and Pea Plants
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