PEER-REVIEWED JOURNAL ARTICLES
Kahn, S., Vertesi, J., Adriaenssens, S., Byeon, J. Fixdal, M., Godfrey, K.,...Wagoner, K. (2022). The impact of online STEM teaching and learning during COVID-19 on underrepresented college students’ self-efficacy and motivation. Journal of College Science Teaching, 51(6), 6-15.
Kahn, S., Agyarko, T., Lanouette, G., Lee, S., & Wiredu, C. (2021). Increasing awareness of inclusive STEM education through a college-level student research group. Journal of Science Education for Students with Disabilities, 24(1)1-18, Art.14
Kahn, S. & Zeidler, D.L. (2019). A conceptual analysis of perspective taking in support of socioscientific reasoning.
Science & Education, 28, 605- 638. https://doi.org/10.1007/s11191-019-00044-2
Hartman, S. & Kahn, S. (2019). Benefits of community-university partnerships in rural settings: Lessons learned from an inclusive science day event. Collaborations: A Journal of Community-Based Research and Practice, 2(1)6.
Cross, S. & Kahn, S. (2018). Science in the garden: A qualitative analysis of school-based agricultural educators’
strategies. Journal of Agricultural Education, 59(4), 88-104
Kahn, S. & Hartman, S. (2018). Debate, dialogue, and democracy through science! Science & Children,
56(2) 36-44.
Kahn, S., Hartman, S. L., Oswald, K., & Samblanet, M. (2018). Promoting “Science for All” through teacher
candidate collaboration and community engagement. Innovations in Science Teacher Education, 3(2).
Kahn, S., Pigman, R., & Ottley, J. (2017). A tale of two courses: Exploring teacher candidates’ translation of science
and special education methods instruction into inclusive science practices. Journal of Science Education
for Students with Disabilities. 20(1), 50-68.
Hartman, S. & Kahn, S. (2017). Start local, go global: Community partnerships create opportunities that empower
children as citizens and scientists. Social Studies and the Young Learner, 29(4)3-7.
Kahn, S. & Zeidler, D.L. (2017). A case for the use of conceptual analysis in science education research. Journal of
Research in Science Teaching, 54(4)538-551.
Zeidler, D.L., Herman, B.C., Clough, M.P., Olson, J., Kahn, S. & Newton, M. (2016). Humanitas emptor:
Reconsidering recent trends and policy in science teacher education. Journal of Science Teacher
Education, 27(5)465-476.
Kahn, S., & Zeidler, D. L. (2016). Using our heads and HARTSS (Humanities, Arts, and Social Sciences):
Developing perspective-taking skills for socioscientific reasoning. Journal of Science Teacher Education,
27(3)261-281.
Kahn, S. (2015). Another “M” for STEM? Moral considerations for advancing STEM literacy. K-12 STEM
Education, 1(4)149-156.
Kahn, S., & Lewis, A.R. (2014). Teaching science to students with disabilities: A survey of teacher preparedness
and attitudes, Journal of Science Teacher Education, 25(8)885-910.
Kahn, S., Wild, T., Woolsey, M. L., & Haegele, J. (2014). Let’s get physical: Making science accessible for students
with physical disabilities, Science and Children, 51(5)37-43.
Kahn, S., Feldman, A., Cooke, M. (2014). Signs of autonomy: Inquiry and autonomy in the deaf science classroom,
Journal of Science Education for Students with Disabilities 17(1)13-35.
Kahn, S. (2011). Weather watchers: A first grade class uses instruments, models, and their senses to observe,
describe, and predict the weather, Science and Children, 48(8)68-70.
Kahn, S. (2009). Wonderful wikis: Using technology to foster collaboration on science projects, Science and
Children, 46(9)27-31.
Kahn, S. (2009). Gold rush! Science and Children, 46(7)30-33.
Kahn, S. (2005). Savvy consumers through science, Science and Children, 42(6)30-34.
Kahn, S. (2005). Introducing bugs in first grade science, ENC Focus Review, Feb. 2005.
Kahn, S. (2003). Including all students in hands-on learning, ENC Focus, 10(2)14-17.
Kahn, S. (2000). Special science teams focus on abilities rather than disabilities, ENC Focus, 7(4)41-42.
Kahn, S., Agyarko, T., Lanouette, G., Lee, S., & Wiredu, C. (2021). Increasing awareness of inclusive STEM education through a college-level student research group. Journal of Science Education for Students with Disabilities, 24(1)1-18, Art.14
Kahn, S. & Zeidler, D.L. (2019). A conceptual analysis of perspective taking in support of socioscientific reasoning.
Science & Education, 28, 605- 638. https://doi.org/10.1007/s11191-019-00044-2
Hartman, S. & Kahn, S. (2019). Benefits of community-university partnerships in rural settings: Lessons learned from an inclusive science day event. Collaborations: A Journal of Community-Based Research and Practice, 2(1)6.
Cross, S. & Kahn, S. (2018). Science in the garden: A qualitative analysis of school-based agricultural educators’
strategies. Journal of Agricultural Education, 59(4), 88-104
Kahn, S. & Hartman, S. (2018). Debate, dialogue, and democracy through science! Science & Children,
56(2) 36-44.
Kahn, S., Hartman, S. L., Oswald, K., & Samblanet, M. (2018). Promoting “Science for All” through teacher
candidate collaboration and community engagement. Innovations in Science Teacher Education, 3(2).
Kahn, S., Pigman, R., & Ottley, J. (2017). A tale of two courses: Exploring teacher candidates’ translation of science
and special education methods instruction into inclusive science practices. Journal of Science Education
for Students with Disabilities. 20(1), 50-68.
Hartman, S. & Kahn, S. (2017). Start local, go global: Community partnerships create opportunities that empower
children as citizens and scientists. Social Studies and the Young Learner, 29(4)3-7.
Kahn, S. & Zeidler, D.L. (2017). A case for the use of conceptual analysis in science education research. Journal of
Research in Science Teaching, 54(4)538-551.
Zeidler, D.L., Herman, B.C., Clough, M.P., Olson, J., Kahn, S. & Newton, M. (2016). Humanitas emptor:
Reconsidering recent trends and policy in science teacher education. Journal of Science Teacher
Education, 27(5)465-476.
Kahn, S., & Zeidler, D. L. (2016). Using our heads and HARTSS (Humanities, Arts, and Social Sciences):
Developing perspective-taking skills for socioscientific reasoning. Journal of Science Teacher Education,
27(3)261-281.
Kahn, S. (2015). Another “M” for STEM? Moral considerations for advancing STEM literacy. K-12 STEM
Education, 1(4)149-156.
Kahn, S., & Lewis, A.R. (2014). Teaching science to students with disabilities: A survey of teacher preparedness
and attitudes, Journal of Science Teacher Education, 25(8)885-910.
Kahn, S., Wild, T., Woolsey, M. L., & Haegele, J. (2014). Let’s get physical: Making science accessible for students
with physical disabilities, Science and Children, 51(5)37-43.
Kahn, S., Feldman, A., Cooke, M. (2014). Signs of autonomy: Inquiry and autonomy in the deaf science classroom,
Journal of Science Education for Students with Disabilities 17(1)13-35.
Kahn, S. (2011). Weather watchers: A first grade class uses instruments, models, and their senses to observe,
describe, and predict the weather, Science and Children, 48(8)68-70.
Kahn, S. (2009). Wonderful wikis: Using technology to foster collaboration on science projects, Science and
Children, 46(9)27-31.
Kahn, S. (2009). Gold rush! Science and Children, 46(7)30-33.
Kahn, S. (2005). Savvy consumers through science, Science and Children, 42(6)30-34.
Kahn, S. (2005). Introducing bugs in first grade science, ENC Focus Review, Feb. 2005.
Kahn, S. (2003). Including all students in hands-on learning, ENC Focus, 10(2)14-17.
Kahn, S. (2000). Special science teams focus on abilities rather than disabilities, ENC Focus, 7(4)41-42.
