Our projects address the full spectrum of topics and issues associated with STEM education, and they often result in insightful and inspiring publications.

From books to peer-reviewed journals, op-ed pieces, and conference presentations, our publications allow you to explore the wide range of research TERC staff have undertaken for more than 55 years. These materials answer challenging questions, uncover important findings, and delve deeper into creating a level playing field for life-long learners. Every day we strive to inform and engage our audience with the best practices in education for all learners, as well as professional development, and evaluation. We’re moving the world forward with STEM education, and our publications can help you join the movement.

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Looking Through the Energy Lens: Science and Children
Looking Through the Energy Lens: Science and Children

Sally Crissman, Sara Lacy, Jeffrey Nordine, and Roger Tobin
February 1, 2015

Just Say Yes to Early Algebra!
Just Say Yes to Early Algebra!

Ana Stephens, Maria Blanton, Eric Knuth, Isil Isler, and Angela Murphy Gardiner
September 8, 2015

Signing Math & Science Dictionary Apps for Inclusion of Deaf and Hard of Hearing Visitors in Science Museum Exhibit Activities
Signing Math & Science Dictionary Apps for Inclusion of Deaf and Hard of Hearing Visitors in Science Museum Exhibit Activities

Judy Vesel
May 1, 2015

Serious Games Analytics to Measure Implicit Science Learning
Serious Games Analytics to Measure Implicit Science Learning

Elizabeth Rowe, Jodi Asbell-Clarke, & Ryan Baker
September 6, 2015

Challenging Games Help Students Learn: An Empirical Study on Engagement, Flow and Immersion in Game-based Learning
Challenging Games Help Students Learn: An Empirical Study on Engagement, Flow and Immersion in Game-based Learning

Juho Hamari, David J. Shernoff, Elizabeth Rowe, Brianno Coller, Jodi Asbell-Clarke, Teon Edwards
September 6, 2015

Building Bridges: Teachers Leveraging Game-Based Implicit Science Learning in Physics Classrooms
Building Bridges: Teachers Leveraging Game-Based Implicit Science Learning in Physics Classrooms

Elizabeth Rowe, Erin Bardar, Jodi Asbell-Clarke, Christina Shane-Simpson, and Su-Jen Roberts
September 6, 2015

Teacher knowing: Reflections on a student-teacher dialogue and implications for professional development
Teacher knowing: Reflections on a student-teacher dialogue and implications for professional development

Brian Drayton
September 4, 2015

Developing Interpretive Power in Science Teaching
Developing Interpretive Power in Science Teaching

Anne Rosebery, Beth Warren, & Eli Tucker-Raymond
August 25, 2015

Enabling Courage: Agentic Strategies of Women of Color in Computing
Enabling Courage: Agentic Strategies of Women of Color in Computing

A.K. Hodari, Mia Ong, Lily Ko, & J. Smith
August 8, 2015

Supporting Science Access for All Students: Using Content Enhancements to Create Pathways to the Big Ideas
Supporting Science Access for All Students: Using Content Enhancements to Create Pathways to the Big Ideas

Gilly Puttick and Karen Mutch-Jones
July 1, 2015