This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in…

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include…

The purpose of this study was to examine the predictive effects of inquiry-based and teacher-directed instructional practices on students' attitudes toward science and science achievement in a nationally representative sample of 7,708 15-year-old-students from Taiwan who took part in the sixth cycle of the Program for International Student…

This article reports on quantitative findings from a design-based implementation research (DBIR) project "Carbon TIME" that focused on teaching carbon cycling at multiple scales, from atomic-molecular to global. We report results from a large dataset from diverse schools, including 59,654 student assessments of three-dimensional learning…

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful--respected by students,…

Assessing scientific modeling competence (SMC) is challenging because of the multi-dimensionality of the construct and the potential variability of student performance across tasks. To deal with the challenges, this study applied Kane's validity framework to assess high-school students' SMC in Newtonian mechanics and examined how students'…

Approximately 2 million students take Advanced Placement (AP) examinations annually. However, departmental policies that allow students to replace introductory courses with AP credit greatly vary within and across universities, even across relatively similar universities. This study examines the impact of AP credit policies on second-course…

Students' out-of-school science participation has been identified as a factor that supports adaptive science outcomes. Researchers have largely investigated students' out-of-school science participation in terms of structured science activities (e.g., attending a science camp), with far less consideration of how students' involvement in…

This study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3-year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between…

Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced-based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in…

We investigated the intersectional relationships between racism, sexism, and classism in inequities in student conceptual knowledge in introductory biology courses using a quantitative critical framework. Using Bayesian hierarchical linear models, we examined students' conceptual knowledge as measured by the Introductory Molecular and Cell Biology…

Many conversations surrounding improvement of large-enrollment college science, technology, engineering & mathematics (STEM) courses focus primarily (or solely) on changing instructional practices. By reducing dynamic, complex learning environments to collections of teaching methods, we neglect other meaningful parts of a course ecosystem…

This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined…

This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co-designed a unit about momentum to expand minoritized students' meaningful…

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM…