Science Education

 Vol. 102, n°5, 9/2018

 

• Taking an escape hatch: Managing tension in group discourse, Erin Ronayne Sohr, Ayush Gupta, Andrew Elby
• Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities, Pai‐Hsing Wu, Che‐Yu Kuo, Hsin‐Kai Wu, Tsung‐Hau Jen, Ying‐Shao Hsu
• Gender disparities in students’ motivational experiences in high school science classrooms, Erika A. Patall, Rebecca R. Steingut, Jen L. Freeman, Keenan A. Pituch, Ariana C. Vasquez
• Identity negotiation within peer groups during an informal engineering education program: The central role of leadership‐oriented youth, Scott A. Pattison, Ivel Gontan, Smirla Ramos‐Montañez, Lauren Moreno
• Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom, Alena Moon, Anne Ruggles Gere, Ginger V. Shultz
• Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students, Danielle X. Morales, Sara E. Grineski, Timothy W. Collins
• The pedagogical value of conceptual metaphor for secondary science teachers, Abigail R. Daane, Jesper Haglund, Amy D. Robertson, Hunter G. Close, Rachel E. Scherr
• Disciplinary authenticity and personal relevance in school science, Shulamit Kapon, Antti Laherto, Olivia Levrini
• Interaction rituals and inquiry‐based science instruction: Analysis of student participation in small‐group investigations in a multilingual classroom, Sara E. D. Wilmes, Christina Siry
• Students’ representational competence with drawing technology across two domains of science, Hsin‐Yi Chang

https://onlinelibrary.wiley.com/toc/1098237x/2018/102/5