Division C - Learning and Instruction / Division C - Section 1d: Science

Kathryn M. Bateman, Temple University

Designing Climate Change Learning to Support Personal and Local Relevance in Decision Making - Heather F. Clark, University of California - Los Angeles; William A. Sandoval, University of California - Los Angeles

From Science Student to Conceptual Agent: Examining the Individual Shifts in Engagement During Scaffolded Instruction - Ananya Matewos, St. Norbert College; Doug Lombardi, University of Maryland - College Park; Janelle M. Bailey, Temple University; Imogen Herrick, University of Southern California

How Science Teachers Conceptualize Students' Epistemic Agency in Their Teaching: Two Teachers' Narratives - Nitasha Mathayas, Indiana University - Bloomington; Susan Bromley Kelly, University of Illinois at Urbana-Champaign; Christina Krist, University of Illinois at Urbana-Champaign

(Re)Claiming Space: Disrupting and Reimagining Equity in Informal Science Learning - Angela Calabrese Barton, University of Michigan; Won Jung Kim, Santa Clara University; Sinead C Brien, Michigan State University; Micaela Balzar, Impression 5 Science Center; Spela Godec, UCL Institute of Education; Louise Archer, University College London; Emily Dawson, University College, London

Teacher as Learner: Supporting Students' Intellectual Authority in the Classroom - Susan Bromley Kelly, University of Illinois at Urbana-Champaign; Christina Krist, University of Illinois at Urbana-Champaign

Enrique (Henry) Suárez, University of Massachusetts - Amherst