Division C - Learning and Instruction / Section 4: Science

G. Michael Bowen, Mount Saint Vincent University

Effects of Small-Group Learning on Undergraduate Students’ Learning Outcomes in STEM Education: A Meta-Analysis of Quantitative Studies From 1990 to 2011 - Xiushan Jiang, The Center for Remote Sensing of Ice Sheets; Stacey Vicario Freeman, Arizona State University; UC-Irvine; Fei Zhao, The University of Kansas

Engendering Need to Know: Using Problematizing as a Strategy to Foster Inquiry in Science Learning - Catherine E. Milne, New York University; Jan L. Plass, New York University; Bruce Douglas Homer, The Graduate Center - CUNY; Trace Jordan, New York University; Ruth N. Schwartz, New York University; Dixie Ching, New York University; Mubina Khan, New York University; Yolanta Kornak, City University of New York; Anna Gustava Brady, New York University

Impact of Curricular Professional Development on Changing Student Attitude Toward Science - Lei Liu, Educational Testing Service; Zhitong Yang, Educational Testing Service; Susan A. Yoon, University of Pennsylvania

Investigation of Middle School Science Teachers’ Preparedness to Practice New Literacies - Hui-Yin Hsu, New York Institute of Technology; Shiang-Kwei Wang, New York Institute of Technology; Lisa Runco, New York Institute of Technology

Seeing the Forest From the Trees: A Comparison of Two Instructional Models Using Contrasting Cases - Min Chi, Stanford University; Ilsa Dohmen; Jonathan Todd Shemwell, University of Maine; Doris B. Chin, Stanford University; Catherine C. Chase, Carnegie Mellon University; Daniel L. Schwartz, Stanford University