Entire Issue

Michael Kamen
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Editorial: Vygotsky and Science Education

Michael Kamen
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The Achievement of Student Subgroups on Science Performance Assessments in Inquiry-Based Classrooms

Jerome M. Shaw, Sam O. Nagashima
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Developing an Understanding of Inquiry by Teachers and Graduate Student Scientists through a Collaborative Professional Development Program

Stephen J. Van Hook, Tracy L. Huziak-Clark, Julie Nurnberger-Haag, Lena Ballone-Duran
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Trends in Advanced Placement Science and Mathematics Test-Taking Among Female Students in California: A Latent Variable Approach

D. Michael Campbell, Ed.D., Richard Brown, Ph.D., Elizabeth Perry, M.A.
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Student Success in Recognizing Definitions of Eight Terms Found in Fourth Grade Science Textbooks

Roger E. Yager, Hakan Akcay, Aeran Choi, Ph.D., Stuart O. Yager
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Identifying Valuable Components of Student Behavior: Things They Do Right When They Solve Wrong

Enrique A. Coleoni, Laura M. Buteler
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Is There Something Useful In Students’ Mistakes? : A Cognitive Resources-Based Approach

Laura M. Buteler, Enrique A. Coleoni
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Factors That Influence Sense of Place as a Learning Outcome and Assessment Measure of Place-Based Geoscience Teaching

Steven Semken, Carol Butler Freeman, Nievita Bueno Watts, Jennifer J. Neakrase, Rebecca Escobar Dial, Dale R. Baker
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Concept Maps as Tools for Assessing Students’ Epistemologies of Science

Emily J. Borda, Donald J. Burgess, Charlotte J. Plog, Natalia C. DeKalb, Morgan M. Luce
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A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes

Robert E. Yager, Aeran Choi, Ph.D., Stuart O. Yager, Hakan Akcay
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