Stop the spread: Empowering students to address misinformation through community-engaged, interdisciplinary science communication training [0.03%]
终结谣言：通过社区参与型跨学科科学交流培训使学生能够应对错误信息
Shelby M Cagle,Ashley A Anderson,Nicole C Kelp
Shelby M Cagle
Teaching science in an age of disinformation and misinformation requires empowering students to address inaccurate information in evidence-based ways. Science communication scholarship highlights the growing importance of inclusive and rela...
Going beyond #RetireELL: A call for anti-colonial approaches to languages in STEM education [0.03%]
超越#RetireELL：对STEM教育中反殖民语言方法的呼吁
Miwa A Takeuchi,Shakhnoza Kayumova,Zandra de Araujo et al.
Miwa A Takeuchi et al.
Gender representation and academic achievement among STEM-interested students in college STEM courses [0.03%]
大学STEM课程中对STEM感兴趣的学生的性别代表性和学术成就
Nicholas A Bowman,Christine Logel,Jennifer LaCosse et al.
Nicholas A Bowman et al.
Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanation...
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation [0.03%]
科研实验室里的科学教师：拓展科学论证的社会对话维度概念
Jeanne T Chowning
Jeanne T Chowning
Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive...
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K-12 education [0.03%]
关于呼吸系统传染病的教学与学习：基础教育阶段干预措施的系统综述研究
Yasmin B Kafai,Yue Xin,Deborah Fields et al.
Yasmin B Kafai et al.
The pandemic outbreak of COVID-19 has highlighted an urgent need for infectious disease education for K-12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a s...
Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course [0.03%]
利用技术辅助指导学习减少本科化学课程中的先验知识差距
Anna J Lou,Susanne M Jaeggi
Anna J Lou
There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Techno...
Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences [0.03%]
超越准备：身份，文化资本与生物医学科学研究生学习的准备度
J Lynn Gazley,Robin Remich,Michelle E Naffziger-Hirsch et al.
J Lynn Gazley et al.
In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from ...