2021

2021

“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

“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

More 2021 Research Briefs

JRST VOL. 58, NO.10, PP.1557-1589 (2021)

Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth

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

More 2021 Research Briefs

JRST VOL. 58, NO. 1, PP. 95-127 (2021)

  

Tweet: Climate science knowledge, worldview, and quantitative reasoning skills impact receptivity towards climate change.

Supporting students’ meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Supporting students’ meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Li Ke; Christina V. Schwarz

More 2021 Research Briefs

JRST VOL. 58, NO. 3, PP. 335-365 (2021)

  

Tweet: How teachers talk about the goals and purposes of scientific modeling influences students’ modeling practice.

“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

“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

More 2021 Research Briefs

JRST VOL. 58, NO. 8, PP. 1117-1151 (2021)

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