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Increases in student-centered pedagogy have been more prevalent in K–12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered…
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Highlights From the NSTA Research Committee
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A Model for a Data Analysis– and Literature-Intensive Undergraduate Course
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This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientific discussion. The design builds on existing models to maximize student…
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Climate Change Education: A Model of Justice-Oriented STEM Education
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Balancing Individual and Collective Agency in Informal STEM Learning Experiences
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A Design Heuristic for Analyzing and Interpreting Data
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Students reasoning with data in an authentic science environment had the opportunity to learn about the process of science and the world around them while developing skills to analyze and interpret self-collected and…
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Accomodating Visually Impaired Students in Secondary Science
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Engineering Science Teacher Creativity!
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Designing to Disrupt Traditional Conceptions of Scientific Competence
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Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the…
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Science Podcasts in the Classroom
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Social Justice in the Science Classroom
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Spicing Up Your Classroom With Games
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Games allow teachers to interact with their students in a different way than they normally do. They also have the potential to challenge and assess students’ understanding of content. Games allow me to “play” with my…
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Learning Conditions for High School Science
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