COGNITION AND INSTRUCTION

History Assessments of Thinking: A Validity Study

Student Explanations in the Context of Computational Science and Engineering Education

“It’s Scary but It’s Also Exciting”: Evidence of Meta-Affective Learning in Science

Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint

Historical Inquiry to Challenge the Narrative of Racial Progress

Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science

Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Metaimagining and Embodied Conceptions of Spacetime

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

MySkillsFuture for Students, STEM Learning, and the Design of Neoliberal Citizenship in Singapore

Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning

Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment

Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence

Working Memory Capacity and the Development of Quantitative Central Conceptual Structures

Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking

The Restorying of STEM Learning Through the Lens of Multiples

Cognitive Processes While Writing Poetry: An Expert-Novice Study

Artifacts, Agency and Classroom Activity: Materialist Perspectives on Mathematics Education Technology

Read Me Last: Constructing a Scholarly Catchment Through a Black Feminist Reading