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

Greses Perez, Tufts University

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

Alexandria K. Hansen, California State University - Fresno