SCIENCE EDUCATION

Fostering sustainable improvements in science education: An analysis through four frames

Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities

Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

When Modern Physics Meets Nature of Science

Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling

Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering

Identifying a Typology of High Schools Based on Their Orientation toward STEM: A Latent Class Analysis of HSLS:09.

Tensions Between Learning Models and Engaging in Modeling: Exploring Implications for Science Classrooms

Critically engaging engineering in place by localizing counternarratives in engineering design

Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks

Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

Effects of Historical Story Telling on Student Understanding of Nature of Science

Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis

When Things Go Wrong

Examining reasoning practices and epistemic actions to explore students’ understanding of genetics and evolution

Do Biologists’ Conceptions of Science as a Social Epistemology Align with Critical Contextual Empiricism?

Context-Dependent “Upper Anchors” for Learning Progressions

Keeping students out of Mary’s (class)room. Approaches to supporting students’ acquisition of non-propositional knowledge in science education

Must Evolution Education that Aims at Belief Be Indoctrinating

The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science.

A Hypothetical Learning Progression for Quantifying Phenomena in Science

VIDEO-BASED COACHING IN SUPPORT OF ELEMENTARY TEACHER-CANDIDATE’S PROFESSIONAL DEVELOPMENT

Everyday Scientific Imagination. A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science