Given the large variation in conceptualizations and enactment of K− 12 integrated STEM,
this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education …

Over the past 20 years, a broad and diverse research literature has emerged to address how
students learn to argue through dialogue in educational contexts. However, the variety of …

The vision of the Framework and NGSS requires important shifts in teaching approaches
and instructional materials. We argue that this commitment to engaging learners in …

ABSTRACT In A Framework for K-12 Science Education, researchers call for teachers to
make dramatic shifts in practice–and sustain in these changes in practice–so students can …

In recent years, the focus of science education reform has shifted to engaging students in
three‐dimensional science learning experiences aligned with the National Research …

Does student-centered dialogical argumentation work in authentic classroom settings? Four
experienced secondary teachers implemented an argument-based curriculum situated …

Abstract Argumentation is a core practice of science that inherently contains uncertainty.
Relatively few studies have examined the role of uncertainty within argumentation and how …

Science education is likely to respond to the post-truth era by focusing on how science
education can help individuals use scientists' epistemological tools to tell what is true. This …

Background We outline a case for how the Learning Sciences is at a powerful inflection
point where the “real world” needs to be seen as comprised of the political entities and …

This study proposes a strategic framework to guide teachers' curriculum adaptation,
planning, and enactment as a lever for redistributing epistemic agency. This framework …