ournal of Research in Science Teaching (JRST)

Journal of Research in Science Teaching (JRST)

  Vol. 53, n°3, 3/2016

 

To customize or not to customize? Exploring science teacher customization in an online lesson portal, Joshua Littenberg-Tobias, Elham Beheshti and Carolyn Staudt

Early experiences and integration in the persistence of first-generation college students in STEM and non-STEM majors, Sandra L. Dika and Mark M. D'Amico

Student positions on the relationship between evolution and creation: What kinds of changes occur and for what reasons?, Pratchayapong Yasri and Rebecca Mancy

Investigating optimal learning moments in U.S. and finnish science classes, Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Michael Broda, Justina Spicer, Justin Bruner, Julia Moeller, Janna Linnansaari, Kalle Juuti and Jaana Viljaranta

Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials, Anna Maria Arias, Amber Schultz Bismack, Elizabeth A. Davis and Annemarie Sullivan Palincsar

Families support their children's success in science learning by influencing interest and self-efficacy, Li Sha, Christian Schunn, Meghan Bathgate and Adar Ben-Eliyahu

Learning from one's own teaching: New science teachers analyzing their practice through classroom observation cycles, Jennifer Ceven McNally

Scaffolding learning by modelling: The effects of partially worked-out models, Yvonne G. Mulder, Lars Bollen, Ton de Jong and Ard W. Lazonder

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