Stephen J. Farenga

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Amoebas and Euglenas and Paramecia...Oh, My!.

Stephen J. Farenga, Beverly A. Joyce, 2000 .

After the Bell: Developing an Awareness of Pet Stewardship.

Michael Hutchinson, Stephen J. Farenga, Daniel Ness, 2008 .

After the Bell: Water Harvesting, Part 1.

Daniel Ness, Stephen J. Farenga, John A. Craven, 2008 .

Water Harvesting II: Working toward Being Green

Stephen J. Farenga, Daniel Ness, John A. Craven, 2008 .

The Science and Mathematics of Nature.

Stephen J. Farenga, Beverly A. Joyce, Daniel Ness, 2001 .

Rocketing into Adaptive Inquiry.

Stephen J. Farenga, Beverly A. Joyce, Thomas W. Dowling, 2002 .

Teaching Observation: Gathering Baseline Data.

Stephen J. Farenga, Beverly A. Joyce, Daniel Ness, 2003 .

Prototype of a Procedural Knowledge Teaching Model

Stephen J. Farenga, 1996 .

Cognition and Spatial Concept Formation: Comparing Non-digital and Digital Instruction Using Three-Dimensional Models in Science

Stephen J. Farenga, Salvatore G. Garofalo, 2019, Technol. Knowl. Learn..

Intentions of Young Students to Enroll in Science Courses in the Future: An Examination of Gender Differences.

Stephen J. Farenga, B. A. Joyce, 1999 .

Informal Science Experience, Attitudes, Future Interest in Science, and Gender of High-Ability Students: An Exploratory Study

Stephen J. Farenga, B. A. Joyce, 1999 .

Spatial Intelligence: Why It Matters from Birth through the Lifespan

Stephen J. Farenga, Salvatore G. Garofalo, D. Ness, 2017 .

Stephen J. Farenga, Beverly A. Joyce, B. A. Joyce, 1998 .

Science of the Symphony: Part I.

Daniel Ness, Stephen J. Farenga, Beverly A. Joyce, 2002 .

Hardware Versus Brainware: Where Are Technology Dollars Being Invested?

Stephen J. Farenga, Beverly A. Joyce, 2001 .

Knowledge under Construction: The Importance of Play in Developing Children's Spatial and Geometric Thinking

Daniel Ness, Stephen J. Farenga, D. Ness, 2007 .

Young girls in science: Academic ability, perceptions and future participation in science

Stephen J. Farenga, B. A. Joyce, 2000 .

Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects.

Stephen J. Farenga, D. Ness, 2016 .

Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers.

Stephen J. Farenga, B. A. Joyce, 1996 .

What Children Bring to the Classroom: Learning Science From Experience

Stephen J. Farenga, B. A. Joyce, 1997 .

Discussion of Animal Stem Cells in the Classroom: Engaging Students through the Lens of Veterinary Medicine

Stephen J. Farenga, D. Ness, Michael Hutchinson, 2015 .

Avoiding Equivalence by Leveling: Challenging the Consensus-Driven Curriculum that Defines Students as “Average”

Stephen J. Farenga, D. Ness, Richard D. Sawyer, 2015 .

Encyclopedia of Education and Human Development

Stephen J. Farenga, D. Ness, 2005 .

Beyond the classroom: gender differences in science experiences

Stephen J. Farenga, B. A. Joyce, 1997 .

Repositioning science reform efforts: Four practical recommendations from the field

Stephen J. Farenga, Salvatore G. Garofalo, D. Ness, 2016 .

Blocks , Bricks , and Planks Relationships between Affordance and VisuoSpatial Constructive Play Objects Daniel Ness

Stephen J. Farenga, 2016 .