Anne L. Kern

TL;DR: This article examined the role of teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors, and found that the curriculum implementation was strongly influenced by teachers' beliefs about teaching and learning and the presence of a supportive network at their school sites.

TL;DR: The authors used qualitative approaches that utilize drawing tasks as an alternative diagnostic tool to uncover students' underlying struggles with fundamental chemistry concepts, such as the particulate nature of matter, which is one of the central organizing ideas in chemistry.

TL;DR: In this paper, the authors report the findings of a large-scale qualitative analysis of U.S. high schools students' particulate representations of a chemical reaction, specifically, the combustion of methane.

TL;DR: In this article, the authors examine the complex and emerging nature of an informal peer mentoring community composed of beginning education faculty members from different institutions, through reflections on their experiences and collective narratives.

TL;DR: This paper explored the perceptions of culturally relevant science teaching of 35 teachers of American Indian students, who participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge.