Science Education

 Vol. 103, n°3, 5/2019

 

• Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps, F. Chris Curran, James Kitchin
• Exploring the utility of social network analysis for visualizing interactions during argumentation discussions, María González‐Howard
• Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations, Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, K. C. Busch, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, Brae Salazar
• Tracking a learner's verbal participation in science over time: Analysis of talk features within a social context, Minjung Ryu, Tiffany‐Rose Sikorski
• Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty, Hee‐Sun Lee, Amy Pallant, Sarah Pryputniewicz, Trudi Lord, Matthew Mulholland, Ou Lydia Liu
• Early informal STEM experiences and STEM identity: The importance of talking science, Remy Dou, Zahra Hazari, Katherine Dabney, Gerhard Sonnert, Philip Sadler
• Critically engaging engineering in place by localizing counternarratives in engineering design, Christina Restrepo Nazar, Angela Calabrese Barton, Caleb Morris, Edna Tan
• Engagement in science through citizen science: Moving beyond data collection, Tina B. Phillips, Heidi L. Ballard, Bruce V. Lewenstein, Rick Bonney
• Becoming a naturalist: Interest development across the learning ecology, Marijke Hecht, Karen Knutson, Kevin Crowley

https://onlinelibrary.wiley.com/toc/1098237x/2019/103/3