Science Education

 Vol. 103, n°4, juillet 2019

 Epistemic tools in science education

 

• Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities, Brian M. Donovan, Molly A. M. Stuhlsatz, Daniel C. Edelson, Zoë E. Buck Bracey
• Language and cognitive interference: How using complex scientific language limits cognitive performance, Bryan A. Brown, Brian Donovan, Andrew Wild
• Fostering agency to overcome barriers in college science teaching: Going against the grain to enact reform‐based ideas, Julie A. Birt, Mojtaba Khajeloo, Christine C. Rega‐Brodsky, Marcelle A. Siegel, Tamara S. Hancock, Keala Cummings, Phuong D. Nguyen
• What are we talking about when we talk about STEM education? A review of literature, Tobías Martín‐Páez, David Aguilera, Francisco Javier Perales‐Palacios, José Miguel Vílchez‐González
• What do core practices offer in preparing novice science teachers for equitable instruction? Hosun Kang, Doron Zinger
• Language ideologies in science education, Catherine Lemmi, Bryan A. Brown, Andrew Wild, Lynne Zummo, Quentin Sedlacek
• Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools, Meredith W. Kier, Jason A. Chen
• Emerging and developing situational interest during children's tablet‐mediated biology learning activities at a nature center, ng Ju Jung, Heather Toomey Zimmerman, Susan M. Land
• Towards an effective use of language to explain light in the museum, Susana Afonso, Ana Sofia Afonso, Francisco Rodrigues Epistemic Tools in Science Education
• Introduction to special issue: Epistemic tools in science education, David Stroupe, Jean Moon, Sarah Michaels
• Pages: 948-951 | First Published: 25 March 2019
• Supporting knowledge construction in elementary engineering design, Kristen B. Wendell, Chelsea J. Andrews, Patricia Paugh
• Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching, Mon‐Lin Monica Ko, Christina Krist
• Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering, Edna Tan, Angela Calabrese Barton, Aerin Benavides
• Representational gesturing as an epistemic tool for the development of mechanistic explanatory models,Nitasha Mathayas, David E. Brown, Robert C. Wallon, Robb Lindgren
• Epistemic tools in engineering design for K‐12 education, Gregory J. Kelly, Christine M. Cunningham
• Epistemic tools for science classrooms: The continual need to accommodate and adapt, John Settlage, Sherry A. Southerland

https://onlinelibrary.wiley.com/toc/1098237x/2019/103/4