Samantha Fowler

TL;DR: This article explored how individuals make use of scientific content knowledge for socioscientific argumentation and found that the science majors frequently reference specific science content knowledge in the justification of their claims.

TL;DR: In this paper, the authors examined the effects of a socioscientific issues-driven curriculum on the development of students' moral sensitivity and found that moral sensitivity can be promoted through science learning experiences embedded in SSI.

TL;DR: A survey of Florida teachers revealed many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution as mentioned in this paper.

TL;DR: In this article, the authors present findings from an instrument designed to assess preservice teachers' perceptions regarding whether the environment and curriculum in a College of Education (COEDU) in a southeast, urban university are conducive to preparing them to live and work in a diverse society.

TL;DR: The authors found that traditionally underserved students (TUSs), including Black, Latinx, American Native, and low-socioeconomic (SES) students, have higher rates of departure from STEM undergraduate programs than their white counterparts.