Brenda M. Capobianco

TL;DR: In this paper, the authors investigate elementary school students' conceptions about engineers specifically: (1) What are elementary school children' conceptions of an engineer specifically, (2) How might elementary school learners' conceptions vary by grade level, gender, and community setting, and (3) what are implications of these conceptions for engineering education.

TL;DR: The notion of identity in engineering has become an emerging field in educational research, and many studies focus on the formation of professional engineering identities among undergraduate and career-aged adults, particularly women.

TL;DR: This article examined the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching and found that the teachers as researchers of their own practice gained new knowledge about feminist science and generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching.

TL;DR: In this article, the authors explore the concept of quality in teacher action research by re-examining their participation with science teachers in several different collaborative action research projects and generate a series reflexive conditions for promoting and ensuring quality action research.

TL;DR: In this paper, the integration of technology enhanced formative assessment (FA) into teachers' practice was examined using open coding, cross-case analysis, and content analysis data collected using interviews, direct classroom observations, and collaborative discussions.