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

Sarah Lilly, University of Virginia

A Systematic Review of Scientific Discourse in K–12 Urban Classrooms: Individual, Collective, and Contextual Factors - Christine Lee Bae, Virginia Commonwealth University; Daphne C. Mills; Fa Zhang, Virginia Commonwealth University; Martinique A. Sealy, Virginia Commonwealth University; Catina Venning, Virginia Commonwealth University; Lauren Cabrera, Virginia Commonwealth University

Impacts of COVID-19 on K–8 Science Instruction and Enactment of the Next Generation Science Standards - Ashley Iveland, WestEd; Melissa Rego, WestEd; Meghan Macias, University of California - Santa Barbara; Maya Salcido White, WestEd; Elizabeth Arnett, WestEd

Strength in Numbers? A Meta-Analysis of the Effects of Group Work on Postsecondary Students in the Biological Sciences - Emily Paige Driessen, Auburn University; Cissy Ballen, Auburn University; Sara Beth Ramsey, Auburn University

Teaching Students How to Learn: The Importance of Time and Content in Concept Mapping Training - Lukas Bernhard Becker, University of Cologne; Virginia Welter, University of Cologne; Ellen Aschermann, University of Cologne; Steffen Tröbst, Leibniz Institute for Science and Mathematics Education; Jörg Grossschedl, University of Cologne

Visuospatial Self-Efficacy (VSSE) Scale: A New Way to Approach the Development of Visuospatial Thinking - Logan Pelfrey, The Ohio State University; Christopher Porter, The Ohio State University - Columbus; Michael Glassman, The Ohio State University - Columbus; Irina Kuznetcova, The Ohio State University - Columbus; Joshua Peri, The Ohio State University - Columbus