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 50 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.

  • Focus Populations

  • Content Areas

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role
Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Gilly Puttick, Brian Drayton, and JKarp
December 8, 2015

Measuring Implicit Science Learning Using Networks of Player-Game Interactions
Measuring Implicit Science Learning Using Networks of Player-Game Interactions

Michael Eagle, Elizabeth Rowe, Drew Hicks, Rebecca Brown, Tiffany Barnes, Jodi Asbell-Clarke, and Teon Edwards
October 6, 2015

Career-Life Balance for Women of Color: Experiences in Science and Engineering Academia
Career-Life Balance for Women of Color: Experiences in Science and Engineering Academia

Rachel Kachchaf, Lily T. Ko, Apriel Hodari, & Maria Ong
September 1, 2015

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

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