Journal of Research in Science Teaching (JRST)

 Vol. 57, n°10, 12/2020

 

• Constructivism‐informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design, Xin P. Voon, Lung H. Wong, Chee K. Looi, Wenli Chen
• Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience, Christoph Kulgemeyer, Andreas Borowski, David Buschhüter, Patrick Enkrott, Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, Christoph Vogelsang
• The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates, Zahra Hazari, Deepa Chari, Geoff Potvin, Eric Brewe
• Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM, Monica L. Miles, Amanda J. Brockman, Dara E. Naphan‐Kingery
• The impact of system specifics on systems thinking, Sophia Mambrey, Justin Timm, Jana Julia Landskron, Philipp Schmiemann