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.
The most recent Research Briefs are shown below (posting in progress; 23 total in 2024). For 2025 and previous years, please click on the year below.
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2024
Ting, Tang, Tong: 3rd Grade Emerging Bilingual Students Explaining Sounds
Enrique Suárez, Valerie Otero
JRST VOL. 61 (1), PP.137-169 (2024)
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Instructional Practices in Secondary Science: How Teachers Achieve Local and Standards-Based Success
Beth A. Covitt, Elizabeth Xeng de los Santos, Qinyun Lin, Christie Morrison Thomas, Charles W. Anderson
JRST VOL. 61 (1), PP.170-202 (2024)
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Impact of Geospatial Lessons on Student Interest in Science and Technology Careers
Lori Rubino-Hare, Brooke A. Whitworth, Francis Boateng, Nena Bloom
JRST VOL. 61 (2), pp 419-456 (2024)
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A Summary of Studies on Teaching Floating and Sinking
Martin Schwichow, Anastasios Zoupides
JRST VOL. 61 (2), PP.487-516 (2024)
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Othermothering Leadership within an Elementary Science Network
Stefanie L. Marshall, Jessica Forrester, Jenny Tilsen
JRST VOL. 61 (3), PP.533-555 (2024)
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How Do Thinking Styles and STEM Attitudes Have Effects on Computational Thinking? A Structural Equation Modeling Analysis
Haozhe Jiang, A.Y.M. Atiquil Islam, Xiaoqing Gu, Jia Guan
JRST VOL. 61(3), PP. 645-673 (2024)
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High School Students’ Evolving Alternative Conceptions Related to the Volume of Gas
Chulkyu Park, Seonyeong Mun, Hun-Gi Hong
JRST VOL. 61 (3), PP.674-705 (2024)
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Things Your History Teacher Won’t Teach You: Science Edition
Alexis D. Riley, Felicia Moore Mensah
JRST VOL. 61 (4), PP.809-840 (2024)
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Gender-Inclusive Science Education for Trans and Nonbinary Youth
K. Rende Mendoza, Carla C. Johnson
JRST VOL. 61 (4), PP.937-971(2024)
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The Influence of Power on Increasing Access to Undergraduate Research Experiences
Rebecca S. Friesen, Adriana D. Cimetta
JRST VOL. 61 (5), PP. 1032-1061 (2024)
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University STEM Students’ Discussions of Themselves and People They Know as “STEM People” (or not) Favors Masculine Forms of STEM Participation
Heidi Cian, Remy Dou
JRST VOL. 61 NO. 5, PP. 1062-1092 (2024)
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Enhancing Self-Regulation of Intuitive Thinking in The Context of Evolution
Tim Hartelt, Helge Martens
JRST VOL. 61 (5), PP.1134-1180 (2024)
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Guiding Students to Make Meanings Across Modes in Science
Vaughan Prain & Russell Tytler
JRST VOL.61 (5), PP.1181-1205 (2024)
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From Graphs as Task to Graphs as Tool
A. Lynn Stephens
JRST VOL. 61 (5), PP. 1206-1233 (2024)
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Validating a Content Knowledge for Teaching Science Assessment for Preservice Elementary Teachers
Katherine E. Castellano, Jamie N. Mikeska
JRST VOL. 61 (6), PP.1389-1426 (2024)
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Cognitive-Science Interventions Improved Middle School Science Learning; Teacher Content Knowledge PD Did Not
Steven L. Kramer, Janie Scull, Andrew Porter, Christine M. Massey, F. Joseph Merlino, John Y. Baker
JRST VOL. 61, NO. 7, PP.1543-1573 (2024)
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Understanding Practitioner and Researcher Voices in Science Education Writing
Joseph A. Taylor, G. Michael Bowen, Marcus Kubsch, Ryan Summers, Asli Sezen-Barrie, Patricia Patrick, Cathy Lachapelle, AbdiRizak Warfa, S. Selcen Guzey
JRST VOL. 61 (7), PP.1727-1754(2024)
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Asset and Deficit Discourses of Student Ideas in Science Formative Assessment Co-design
Caitlin G. M. Fine, Erin M. Furtak
JRST VOL.61 (9), PP. 2133-2161(2024)
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Navigating Socio-Emotional Risk through Comfort-Building in Physics Teacher Professional Development: A Case Study
Maggie S. Mahmood, Hamideh Talafian, Devyn Shafer, Eric Kuo, Morten Lundsgaard, Tim Stelzer
JRST VOL.61 (9), PP. 2223-2257 (2024)
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Positioning Science Phenomena as Locally and Personally Relevant
Heather F. Clark, Symone A. Gyles, Darlene Tieu, Shriya Venkatesh, William A. Sandoval
JRST VOL. 61 (9), PP. 2104-2132 (2024)
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A Self-Reported Instrument to Measure and Foster Students’ Science Connection to Life with the CARE-KNOW-DO Model and Open Schooling for Sustainability
Alexandra Okada
JRST VOL. 61, NO.10, PP.2362-2404 (2024)
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Expectations Life Sciences Doctoral Students Have of Undergraduate Researchers
Heather Carly A. Busch, Erika M. Nadile, Tasneem F. Mohammed, Logan E. Gin, Sara E. Brownell, Katelyn M. Cooper
JRST VOL. 61 (10), PP. 2405-2443 (2024)
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Exploring How Teacher Curricular Sensemaking And (Un)Certainty Impacts Students’ Scientific Sensemaking
Sage Andersen, María González-Howard, & Karina Méndez Pérez
JRST VOL. 61 (10), PP.2496-2534 (2024)
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