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Refinado por: Base de dados/Biblioteca: Science Citation Index Expanded (Web of Science) remover assunto: United States remover
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Individuals with greater science literacy and education have more polarized beliefs on controversial science topics
Individuals with greater science literacy and education have more polarized beliefs on controversial science topics
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Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

Drummond, Caitlin ; Fischhoff, Baruch

Proceedings of the National Academy of Sciences - PNAS, 2017-09, Vol.114 (36), p.9587-9592 [Periódico revisado por pares]

United States: National Academy of Sciences

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2
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments
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The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments

Kranzfelder, Petra ; Bankers-Fulbright, Jennifer L ; García-Ojeda, Marcos E ; Melloy, Marin ; Mohammed, Sagal ; Warfa, Abdi-Rizak M Derting, Terry L.

PloS one, 2019-07, Vol.14 (7), p.e0219019-e0219019 [Periódico revisado por pares]

United States: Public Library of Science

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3
Barriers to integration of bioinformatics into undergraduate life sciences education: A national study of US life sciences faculty uncover significant barriers to integrating bioinformatics into undergraduate instruction
Barriers to integration of bioinformatics into undergraduate life sciences education: A national study of US life sciences faculty uncover significant barriers to integrating bioinformatics into undergraduate instruction
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Barriers to integration of bioinformatics into undergraduate life sciences education: A national study of US life sciences faculty uncover significant barriers to integrating bioinformatics into undergraduate instruction

Williams, Jason J ; Drew, Jennifer C ; Galindo-Gonzalez, Sebastian ; Robic, Srebrenka ; Dinsdale, Elizabeth ; Morgan, William R ; Triplett, Eric W ; Burnette, 3rd, James M ; Donovan, Samuel S ; Fowlks, Edison R ; Goodman, Anya L ; Grandgenett, Nealy F ; Goller, Carlos C ; Hauser, Charles ; Jungck, John R ; Newman, Jeffrey D ; Pearson, William R ; Ryder, Elizabeth F ; Sierk, Michael ; Smith, Todd M ; Tosado-Acevedo, Rafael ; Tapprich, William ; Tobin, Tammy C ; Toro-Martínez, Arlín ; Welch, Lonnie R ; Wilson, Melissa A ; Ebenbach, David ; McWilliams, Mindy ; Rosenwald, Anne G ; Pauley, Mark A Bianchi, Cesario

PloS one, 2019-11, Vol.14 (11), p.e0224288-e0224288 [Periódico revisado por pares]

United States: Public Library of Science

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4
Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties
Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties
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Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

Bush, Seth D ; Rudd, 2nd, James A ; Stevens, Michael T ; Tanner, Kimberly D ; Williams, Kathy S Ross, Pauline

PloS one, 2016-03, Vol.11 (3), p.e0150914-e0150914 [Periódico revisado por pares]

United States: Public Library of Science

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5
Will they stay or will they go? International graduate students and their decisions to stay or leave the U.S. upon graduation
Will they stay or will they go? International graduate students and their decisions to stay or leave the U.S. upon graduation
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Will they stay or will they go? International graduate students and their decisions to stay or leave the U.S. upon graduation

Han, Xueying ; Stocking, Galen ; Gebbie, Matthew A ; Appelbaum, Richard P Montoya, Alejandro Raul Hernandez

PloS one, 2015-03, Vol.10 (3), p.e0118183-e0118183 [Periódico revisado por pares]

United States: Public Library of Science

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6
Gender, culture, and sex-typed cognitive abilities
Gender, culture, and sex-typed cognitive abilities
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Gender, culture, and sex-typed cognitive abilities

Reilly, David Brucki, Sonia

PloS one, 2012-07, Vol.7 (7), p.e39904-e39904 [Periódico revisado por pares]

United States: Public Library of Science

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7
Diagnosing the current state of out-of-field teaching in high school science and mathematics
Diagnosing the current state of out-of-field teaching in high school science and mathematics
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Diagnosing the current state of out-of-field teaching in high school science and mathematics

Shah, Lisa ; Jannuzzo, Cooper ; Hassan, Taufiq ; Gadidov, Bogdan ; Ray, Herman E ; Rushton, Gregory T Perez Gonzalez, Juan Carlos

PloS one, 2019-09, Vol.14 (9), p.e0223186-e0223186 [Periódico revisado por pares]

United States: Public Library of Science

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8
Informal science education: lifelong, life-wide, life-deep
Informal science education: lifelong, life-wide, life-deep
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Informal science education: lifelong, life-wide, life-deep

Sacco, Kalie ; Falk, John H ; Bell, James

PLoS Biology, 2014-11, Vol.12 (11), p.e1001986-e1001986 [Periódico revisado por pares]

United States: Public Library of Science

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9
Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States
Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States
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Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States

Bush, Seth D. ; Pelaez, Nancy J. ; Rudd, James A. ; Stevens, Michael T. ; Tanner, Kimberly D. ; Williams, Kathy S.

Proceedings of the National Academy of Sciences - PNAS, 2013-04, Vol.110 (18), p.7170-7175 [Periódico revisado por pares]

United States: National Academy of Sciences

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10
The 95 percent solution: school is not where most Americans learn most of their science
The 95 percent solution: school is not where most Americans learn most of their science
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The 95 percent solution: school is not where most Americans learn most of their science

Falk, John H ; Dierking, Lynn D

American scientist, 2010-11, Vol.98 (6), p.486

Sigma Xi, The Scientific Research Society

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