Ausgabe 5/2021
Inhalt (10 Artikel)
Reciprocal Relations Between Students’ Evaluation, Reformulation Behaviors, and Engineering Design Performance Over Time
Gaoxia Zhu, Yifang Zeng, Wanli Xing, Hanxiang Du, Charles Xie
Motivating Students to Learn STEM via Engaging Flight Simulation Activities
Davy Tsz Kit Ng, Samuel Kai Wah Chu
In-service Teachers’ Needs and Mentor’s Practices in Applying a Teaching–Learning Sequence on Nanotechnology and Plastics in Primary Education
Achilleas Mandrikas, Emily Michailidi, Dimitris Stavrou
Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model
Keshia Dixon, Jillian L. Wendt
Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs
Joni M. Lakin, Mary Lou Ewald, Emily E. Hardy, Paul A. Cobine, Janie G. Marino, Allen L. Landers, Virginia A. Davis
Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff
Sarah J. Fick, Anne M. McAlister, Jennifer L. Chiu, Kevin W. McElhaney
Open Access
Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers
Gabriella Shwartz, Or Shav-Artza, Yehudit Judy Dori
Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis
Jean Uwamahoro, Kizito Ndihokubwayo, Michael Ralph, Irénée Ndayambaje
Breaking Barriers: Evaluating a Pilot STEM Intervention for Latinx Children of Spanish-Speaking Families
Julia Roncoroni, Rey Hernandez-Julian, Tayler Hendrix, Salina Wu Whitaker
Educational Design Framework for a Web-Based Interface to Visualise Authentic Cosmological “Big Data” in High School
Saeed Salimpour, Michael T. Fitzgerald, Russell Tytler, Urban Eriksson