Science Education

 Vol. 103, n°2, 3/2019

 

• Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors, André M. Green, Brenda R. Brand, George E. Glasson
• Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence, Tony Perez, Stephanie V. Wormington, Michael M. Barger, Rochelle D. Schwartz‐Bloom, You‐kyung Lee, Lisa Linnenbrink‐Garcia
• Do you see what I‐SEA? A Rasch analysis of the psychometric properties of the Inventory of Student Evolution Acceptance, Gena C. Sbeglia, Ross H. Nehm
• Science and language integration with English learners: A conceptual framework guiding instructional materials development, Okhee Lee, Lorena Llosa, Scott Grapin, Alison Haas, Marcelle Goggins
• “Do I feel threatened? No… I’m learning!”—Affective and relational dynamics in science professional development, Carla Finkelstein, Lama Z. Jaber, Vesal Dini
• Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families, Scott A. Pattison, Lynn D. Dierking
• Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration, Jesús Piqueras, Marianne Achiam
• How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers, Hosun Kang, Angela Calabrese Barton, Edna Tan, Sandra D. Simpkins, Hyang‐yon Rhee, Chandler Turner
• Learning to notice science concepts in engineering activities and transfer situations, Catherine C. Chase, Laura Malkiewich, Aakash S. Kumar

https://onlinelibrary.wiley.com/toc/1098237x/2019/103/2