JOURNAL OF RESEARCH IN SCIENCE TEACHING

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JOURNAL OF RESEARCH IN SCIENCE TEACHING Journal

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Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar 2024
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a "STEM person". 61:1062-1092. 2024
Constructing STEM identity: An expanded structural model for STEM identity research. 59:458-490. 2022
"There are other ways to help besides using the stuff": Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities. 58:1281-1319. 2021
The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates. 57:1583-1607. 2020
"I just do what the boys tell me": Exploring small group student interactions in an integrated STEM unit. 57:112-144. 2020
Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation. 54:439-462. 2017
Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. 52:735-762. 2015
An investigation of college chemistry students' understanding of structure-property relationships. 50:699-721. 2013
Exploring the relationship between self-efficacy and retention in introductory physics. 49:1096-1121. 2012
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. 47:978-1003. 2010

category

EDUCATION & EDUCATIONAL RESEARCH Category

International Standard Serial Number (ISSN)

0022-4308

Electronic International Standard Serial Number (EISSN)

1098-2736

journal abbreviation

J RES SCI TEACH