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Session Type: Paper Session
Integrated STEM Practices: Exploring Overlap in K–12 STEM Education - Daniel Pimentel, Stanford University; Megan Selbach-Allen, Stanford University; Brandon Reynante, Stanford University
The Effect of Argumentative Writing to Promote Non–Science Major Students' Learning in an Introductory Chemistry Course - Claudia P. Aguirre-Mendez, Emporia State University; Ying-Chih Chen, Arizona State University; Takeshi Terada, Washington University in St. Louis
The Influence of Numerical Estimation Skills and Epistemic Cognition in Conceptual Change - Ian Thacker, University of Texas, San Antonio; Gale M. Sinatra, University of Southern California
Unpacking the Ontology of Crosscutting Concepts in Science - Ann Rivet, Teachers College Columbia University
Using the Claim, Evidence, Reasoning Framework for Supporting Idea Synthesis in STEM Lessons - Sarah Jennings Fick, Washington State University - Pullman; Nonye M. Alozie, SRI International; Jennifer L. Chiu, University of Virginia; Kevin McElhaney, Digital Promise