Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Paulette Vincent-Ruz"'
Autor:
Jovana V. Milić, Andreas Ehnbom, Mahlet Garedew, Paulette Vincent-Ruz, Tracy H. Schloemer, Gregory K. Hodgson, Meagan S. Oakley, Koichi Sasaki, Subhash Chander, Marc-André Légaré, Cassandra E. Callmann, Aisha N. Bismillah, Dannie J.G.P. van Osch, Vanessa Sanchez, Nathan R.B. Boase, Dickson Mambwe, Connor W. Coley, Yuanxin Deng, Kerry N. Betz, Jesús Sanjosé-Orduna, Sean Natoli, Liang Zhang, Olga Bakulina, Ehsan Fereyduni, Jazmín Ciciolil Hilario-Martínez, Lucas Busta, Arianne Hunter, Yoonsu Park, Farnaz Haidar Zadeh
Publikováno v:
iScience, Vol 23, Iss 9, Pp 101442- (2020)
Externí odkaz:
https://doaj.org/article/ce2f02b674274a9ab2af87f709f278ec
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-12 (2018)
Abstract Background A major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971–1002, 2008; Clark Blickenstaff, Gend Educ 17
Externí odkaz:
https://doaj.org/article/8a94ecf47dcc4e649eb15bf34b152c86
Autor:
Christian Fischer, Eben Witherspoon, Ha Nguyen, Yanan Feng, Stefano Fiorini, Paulette Vincent‐Ruz, Chris Mead, William Nicholas Bork Rodriguez, Rebecca L. Matz, Christian Schunn
Publikováno v:
Journal of Research in Science Teaching. 60:304-329
Approximately two 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 relative
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1ce8d9e05ffb1fe1aff6ec32cfdb9bd1
https://doi.org/10.1002/tea.21799
https://doi.org/10.1002/tea.21799
Publikováno v:
Journal of Chemical Education. 97:1228-1238
Process oriented guided inquiry learning (POGIL) is a specific type of active learning centered on a learning cycle where students first explore a concept through scientific models, followed by a c...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c93a0721bc4346b6831c2fc5623165df
https://doi.org/10.1021/acs.jchemed.9b01052
https://doi.org/10.1021/acs.jchemed.9b01052
Publikováno v:
Chemical & Engineering News. :21-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19cc85acf0eed0a6fcfda5f152348ea2
https://doi.org/10.47287/cen-10044-feature2
https://doi.org/10.47287/cen-10044-feature2
Publikováno v:
PLOS ONE. 17:e0276086
In tertiary science education, students are encouraged to engage in discipline specific thinking, to learn their chosen subject. The challenge for educators is engaging all students equitably, despite their educational backgrounds and depth of discip
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d3535391adb4a63a627b66f74e6a6ace
https://doi.org/10.1371/journal.pone.0276086
https://doi.org/10.1371/journal.pone.0276086
Publikováno v:
Research in Science Education. 51:369-390
Prior research suggests that students endorsing a science identity are more likely to participate in optional science experiences and choose STEM careers. Science identity is a topical identity, which refers to an identity related to a topic rather t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9d33f16300a10432bfd033336670b957
https://doi.org/10.1007/s11165-019-09882-0
https://doi.org/10.1007/s11165-019-09882-0
Publikováno v:
Educational Researcher. 48:193-204
Women take qualifying exams and enter medical school at substantially lower levels than predicted by their interest in medical degrees at the end of high school. We examined how science course experiences contribute to gendered attrition in premed us
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::26faca4e69ab8db7138c900b0ec84b2d
https://doi.org/10.3102/0013189x19840331
https://doi.org/10.3102/0013189x19840331
Autor:
Paulette Vincent-Ruz
Publikováno v:
ACS Symposium Series ISBN: 9780841298668
ACS Symposium Series
ACS Symposium Series
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e7c6b65cb774ddcfc83c830789601540
https://doi.org/10.1021/bk-2020-1365.ch005
https://doi.org/10.1021/bk-2020-1365.ch005
Publikováno v:
Council on Undergraduate Research Quarterly. 1:13-18
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::25b29113fc25197847ad520366da4cbc
https://doi.org/10.18833/spur/1/3/12
https://doi.org/10.18833/spur/1/3/12