| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Addressing underrepresentation of young women of color in engineering and computing through the lens of sociocultural theory
|
Eisenhart, Margaret
|
|
|
15 |
3 |
p. 793-824
|
article
|
| 2 |
Context matters in science education
|
Tan, Michael
|
|
|
15 |
3 |
p. 853-859
|
article
|
| 3 |
Defining STEM within a school district: a co-constructed and evolving process
|
Siegel, Debbie
|
|
|
15 |
3 |
p. 739-773
|
article
|
| 4 |
Examining power, knowledge and power relations in a science research apprenticeship
|
Teo, Tang Wee
|
|
|
15 |
3 |
p. 659-677
|
article
|
| 5 |
Hegemonic and counter-hegemonic discourses in science education from the perspective of a post-critical curriculum theory
|
Rezende, Flavia
|
|
|
15 |
3 |
p. 679-694
|
article
|
| 6 |
Intermingling of identities: a Black student in a middle-school science class
|
Varelas, Maria
|
|
|
15 |
3 |
p. 695-722
|
article
|
| 7 |
“Nothing is impossible”: characteristics of Hispanic females participating in an informal STEM setting
|
Chapman, Angela
|
|
|
15 |
3 |
p. 723-737
|
article
|
| 8 |
Pedagogical challenges involving race, gender and the unwritten rules in settings of higher education
|
Bayne, Gillian U.
|
|
|
15 |
3 |
p. 623-637
|
article
|
| 9 |
SAQ, SSI and STSE education: defending and extending “science-in-context”
|
Bencze, Larry
|
|
|
15 |
3 |
p. 825-851
|
article
|
| 10 |
The aspirin unit: confronting a hostile political context through chemistry curriculum
|
Morales-Doyle, Daniel
|
|
|
15 |
3 |
p. 639-657
|
article
|
| 11 |
‘World would move ahead!’: exploring the learning of science and aspirations in the urban context through a case study
|
Sundararaman, Indumathi
|
|
|
15 |
3 |
p. 775-792
|
article
|
Journal description