Browse Title Index


 
Issue Title
 
Vol 17, No 1 (2013) The Role of Core Disciplinary Ideas and Practices in the Complexity of Large-Scale Assessment Items Abstract   PDF
Amelia Wenk Gotwals, Hayat Hokayem, Tian Song, Nancy Songer
 
Vol 17, No 1 (2013) The Use of Digital Storytelling in Exploring Mental Models of Science Teachers Abstract   PDF
Christine Moseley, Ralph Gdovin, Kimberly Jones
 
2008 Volume 12, Number 2 Time, staff, and contents pages Details   PDF
Michael Kamen
 
2006 Volume 11, Number 1 Title, staff, and contents pages Details   PDF
Michael Kamen
 
2009 Volume 13, Number 1 Title, staff, and contents pages Details   PDF
Michael Kamen
 
2009 Volume 13, Number 2 Trends in Advanced Placement Science and Mathematics Test-Taking Among Female Students in California: A Latent Variable Approach Abstract   PDF
D. Michael Campbell, Ed.D., Richard Brown, Ph.D., Elizabeth Perry, M.A.
 
Vol 21, No 4 (2017) Twenty Seven Years of Tracking Undergraduate Science Knowledge and Beliefs Abstract   PDF
Chris David Impey, Martin Formanek, Sanlyn Rebecca Buxner, Matthew C Wenger
 
Vol 20, No 2 (2016) Undergraduate Teaching Assistant Impact on Student Academic Achievement Abstract   PDF
Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich
 
Vol 16, No 1 (2012) Understanding student decision-making strategies in problem-solving in Microbiology using IMMEX educational software Abstract   PDF
Josephine Ebomoyi, Richard Jurin
 
Vol 16, No 2 (2012) Using a reflection framework to guide teachers’ video analysis of their science teaching practice Abstract   PDF
Cynthia Deaton
 
Vol 15, No 1 (2011) Using a Vicarious Learning Event to Create a Conceptual Change in Preservice Teachers’ Understandings of the Seasons Abstract   PDF
Sarah Boesdorfer, Anthony Lorsbach, Marilyn Morey
 
Vol 19, No 7 (2015) Using Item Response Theory to Improve Locally-Constructed Multiple Abstract   PDF
Janie L. Knell, Andrea P. Wilhoite, Joshua Z. Fugate, Wilson J. Gonzalez-Espada
 
Vol 16, No 2 (2012) Using Science as a Context for Language Learning: Impact and Implications from Two Professional Development Programs Abstract   PDF
Lauren M. Shea, Therese B. Shanahan, Susan Gomez-Zwiep, William Straits
 
Vol 19, No 1 (2015) Using Teachers’ Choice of Representations to Understand the Translation of Their Orientation Toward Science Teaching to Their Practice Abstract   PDF
Sarah B. Boesdorfer
 
Vol 17, No 3 (2013) Using video diaries in studies concerning scientific literacy Abstract   PDF
Mats Lundström
 
Vol 20, No 8 (2016) Utilizing an Iterative Research-Based Lesson Study Approach to Support Preservice Teachers’ Professional Noticing Abstract   PDF
Ingrid Carter, Meredith Park Rogers, Julie Amador, Valarie Akerson, Khemmawadee Pongsanon
 
Vol 16, No 2 (2012) What Constitutes Effective Physics Instruction? Surveying the Views of Iowa High School Physics Teachers Abstract   PDF
Jeffrey T Morgan, Trevor Kittleson
 
Vol 18, No 5 (2014) What kinds of questions do future elementary teachers ask in a university science course? Results from an online question-ranking tool Abstract   PDF
Matthew A. d'Alessio
 
Vol 17, No 1 (2013) Which way do we go in biology teaching? Lecturing, Concept mapping, Cooperative learning or Learning cycle? Abstract   PDF
O. Patrick Ajaja
 
Vol 17, No 1 (2013) Wiki as a Tool for Engaging Students with a Science Problem Solving Activity Abstract   PDF
Sofia Freire, Claudia Faria, Monica Baptista, Ana Freire, Cecilia Galvao
 
Vol 20, No 3 (2016) Working Together to Prepare Teachers of Science and Language: Examining the Value of Collaboration Among Science and Language Faculty Abstract   PDF
Margarita Jimenez-Silva, Peter Rillero, Joi Merritt, Michael F Kelley
 
Vol 15, No 2 (2011) “My job isn’t to tell them what to think”: The Fear of Indoctrination and How it Shapes Education for Sustainable Development Abstract   PDF
Ahmad Qablan, Sherry A. Southerland, Yavuz Saka
 
Vol 17, No 2 (2013) “Starch is Very Fatty”: Understanding the Logic in Undergraduate Student Conceptions about Biological Molecules Abstract   PDF
Karen E. Bledsoe
 
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