Research Briefs


Research Briefs are one page overviews of an article published in JRST.   Each Research Brief includes an introduction, a summary of the essential findings of the original article, and a takeaway message.  Click on the Download PDF or View in Browser links to read the Research Brief.  For the original articles, please refer to the article citation. 

Go to: 2022 2021


Dramatizing Science Provides Elementary-school Students with Opportunities to Learn and Enjoy Science
Maria Varelas, Rebecca Kotler, Hannah Natividad, Nathan Phillips, Rachelle Tsachor, Rebecca Woodard, Marcie Gutierrez, Miguel Melchor, & Maria Rosario
JRST Vol. 59 (4), pp 493-528 (2022)
Download PDF | View in Browser

Elementary Teachers’ Verbal Supports in a Science, Engineering, and Computer Science Unit
Sarah Lilly, Anne McAlister, Sarah Fick, Jennifer Chiu, Kevin McElhaney
JRST Vol. 59 (6), pp 1035-1064 (2022)
Download PDF | View in Browser

Learning to Think Spatially Through Curricula That Embed Spatial Training
Julia D. Plummer, Patricia Udomprasert, Abha Vaishampayan, Susan Sunbury, Kyungjin Cho, Harry Houghton, Erin Johnson, Erika Wright, Philip M. Sadler, Alyssa Goodman
JRST VOL. 59, (7), pp. 1134 -1168 (2022)
Download PDF | View in Browser

Computational Thinking for Using Models of Water Flow in Environmental Systems: Intertwining Three Dimensions in a Learning Progression
Kristin L. Gunckel, Beth A. Covitt, Alan R. Berkowitz, Bess Caplan, John C. Moore
JRST Vol. 59 (7), pp 1169-1203 (2022)
Download PDF | View in Browser

Teaching and Learning about Infectious Respiratory Diseases in K-12 Education
Yasmin Kafai, Yue Xin, Deborah Fields & Colby Tofel-Grehl
JRST VOL. 59 (7), pp. 1274-1300 (2022)
Download PDF | View in Browser

Assessing High-school Students’ Modeling Performance on Newtonian Mechanics
Xiaoming Zhai
JRST VOL. 59 (8), pp. 1311-1353 (2022)
Download PDF | View in Browser

Science Teachers in Research Labs: Expanding Conceptions of Social Dialogic Dimensions of Scientific Argumentation
Jeanne Chowning
JRST Vol. 59 (8), pp 1388-1415 (2022)
Download PDF | View in Browser

Student and Advisor Gender Identity in STEM Doctoral Programs
Jennifer M. Blaney, David F. Feldon, Kaylee Litson
JRST Vol. VOL. 59 (8), pp. 1416-1446(2022)
Download PDF | View in Browser

Game-based Learning Has Good Chemistry with Chemistry Education: A Three-level Meta-analysis
Yuanyuan Hu, Timothy Gallagher, Pieter Wouters, Marieke van der Schaaf, and Liesbeth Kester
JRST Vol. VOL. 59 (9), pp. 1499-1543(2022)
Download PDF | View in Browser

Leading Instructional Improvement in Elementary Science: State Science Coordinators’ Sense-Making About the Next Generation Science Standards
Christa Haverly, Angela Lyle, James P. Spillane, Elizabeth A. Davis, Donald J. Peurach
JRST VOL. 59 (9), pp. 1575-1606(2022)
Download PDF | View in Browser

Stealth Science: How Immersive Storyworlds Can Foster Science Communication and Conversation
Bronwyn Bevan, Mark Rosin, Sam Mejias, Jen Wong, & Michelle Choi
JRST VOL. 59 (9), pp. 1607-1650(2022)
Download PDF | View in Browser


Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth
Lynne Zummo; Brian Donovan; K.C. Busch
JRST Vol. 58 (1), pp 95-127 (2021)
Download PDF | View in Browser

Forms of participation in an engineering maker-based inquiry in physics
Shulamit Kapon, Maayan Schvartzer, Tal Peer
JRST Vol. 58 (2), pp 249-281 (2021)
Download PDF | View in Browser

Supporting students’ meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches
Li Ke; Christina V. Schwarz
JRST Vol. 58 (3), pp 335-365 (2021)
Download PDF | View in Browser

Development of a questionnaire on teachers' knowledge of language as an epistemic tool
Gavin W. Fulmer; Jihyun Hwang; Chenchen Ding; Brian Hand; Jee K. Suh; William Hansen
JRST Vol. 58 (4), pp 459-490 (2021)
Download PDF | View in Browser

“Anybody can do science if they’re brave enough”: Understanding the role of science capital in science majors’ identity trajectories into and through post-secondary science
Allison Gonsalves, Alexandre Cavalcante, Emily Sprowls, & Hailey Iacono
JRST Vol. 58 (8), pp 1117 -1151 (2021)
Download PDF | View in Browser

From Feeling Forces to Understand Forces: The Impact of Bodily Engagement on Learning in Science
Asnat R. Zohar & Sharona T. Levy 
JRST Vol. 58 (8) pp 1203-1237 (2021)
Download PDF | View in Browser

“I got to see, and I got to be a part of it”: How Cued Gesturing Facilitates Middle-school Students’ Explanatory Modeling of Thermal Conduction 
Nitasha Mathayas, David E. Brown, Robb Lindgren
JRST Vol. 58 (10) pp 1557-1589 (2021)
Download PDF | View in Browser