SIG-Science Teaching and Learning

How Teacher Scaffolding Explanation Moderates the Relationship Between Students' Independent Science Practices and Science Achievement - Su Gao, University of Central Florida; Haiying Long, The University of Kansas

Student Learning and Teacher Practice During Curricular Reform to Integrate Chemistry and Earth Science - Jonathon Grooms, The George Washington University; Kevin Fleming, The George Washington University; Alan Berkowitz, Cary Institute of Ecosystem Studies; Bess Caplan, Cary Institute of Ecosystem Studies

Teachers' Sense of Awe: A Tool for Teaching Science - Julianna Nieuwsma, North Carolina State University; M. Gail Jones, North Carolina State University; Kathryn Rende, North Carolina State University; Emma Refvem, North Carolina State University; Sarah J. Carrier, North Carolina State University; Jill F Grifenhagen, North Carolina State University; Cesar Delgado, North Carolina State University; Pamela Huff, North Carolina State University

Comparing Models and Real-World Experiments in Science: Learning Outcomes and Teacher Perception in Italian Schools - Jessica Niewint-Gori, INDIRE, Italy; Tamar Fuhrmann, Columbia University; Livia Macedo, Transformative Learning Technologies Lab and FabLearn Program; Lorenzo Guasti, Indire; Deeana Ijaz Ahmed, Teachers College, Columbia University; Paulo Blikstein, Columbia University

Juan Carlos Benavides, University Maritime of the Caribbean, Venezuela