Selected Publications

• Renninger, A.K., Nieswandt, M., & Hidi, S. (Eds.) (2015). Interest in Mathematics and Science Learning. Washington, DC: AERA.
• Renninger, K. A., Nieswandt, M., & Hidi, S. (2015). On the power of interest. In A.K. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in Mathematics and Science Learning, (pp. 1-14), Washington, DC: AERA.
• Hidi, S., Renninger, K.A., Nieswandt, M. (2015). Conclusions: Emerging issues and themes in addressing interest in learning mathematics and science. In A.K. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in Mathematics and Science Learning, (pp. 385-396), Washington, DC: AERA.
• Nieswandt, M., & Horowitz, G. (2015). Undergraduate students’ interest in chemistry: The roles of task and choice. In A.K. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in Mathematics and Science Learning, (pp. 225-242), Washington, DC: AERA.
• McEneaney, E. H., López, F., & Nieswandt, M. (2014). Instructional Models for the Acquisition of English as Bridges into School Science: Effects on the Science Achievement of U.S. Hispanic English Language Learners. Learning Environments Research, 17(2), 1-14.
• Nieswandt, M., Barrett, S.E., & McEneaney, E.H. (2013). Predictors of science subject-specific identities: A statistical analysis. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 90-110.Nieswandt-Barrett_McEneaney2013_Predictors of Science Subject Discipline Identities- A Statistical Analysis
• Shanahan, M.C., & Nieswandt, M. (2011). Attending to the social structure of school science by examining high school students’ perceptions of the science student role. Journal of Research in Science Teaching. 48 (4), 367-395.Shanahan_Nieswandt_Student Role_2011_ftp
• Barrett, S. E., & Nieswandt, M. (2010). Teaching ethics through socioscientific issues in physics and chemistry: Teacher candidates’ beliefs. Journal of Research in Science Teaching, 47(4), 380-401.Barrett_Nieswandt_SSI_JRST2010
• Nieswandt, M., & Bellomo, K. (2009). Written extended-response questions as assessment tools for meaningful conceptual understanding of evolutionary theory. Journal of Research in Science Teaching, 46(3), 333-356.Nieswandt_Bellomo_Evolution Nieswandt_Shanahan2007_ResSciEduc
•  Shanahan, M.C., & Nieswandt, M. (2009). Creative activities and their influence on identity interactions in science. Journal of Elementary Science Education, 21(3), pp. 63-79.
  
• Nieswandt, M., & Shanahan, M.C. (2008). “I just want the credit!” – Perceived instrumentality as the main characteristic of boys’ motivation in a grade 11 science course. Research in Science Education, 38, 3-29.Nieswandt_Shanahan2007_ResSciEduc
• Nieswandt, M. (2007). Student affect and conceptual change in learning chemistry. Journal of Research in Science Teaching, 44(7), 908-937.Nieswandt_Affect_Chemistry_2007