PUBLICATIONS-PEER-REVIEWED/REFEREED        

                                                                           

Emenaha, U. (2020). Using pop culture to teach genetics: Teaching patterns of inheritance using students’ favorite celebrity couples. The Science Teacher.

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Emenaha, U. & Perry, A. A. (2019). Lights, camera, and a call to action: Women in media help promote science identity in female students. Journal of Virginia Science Education

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Emenaha, U. (2019). Learning to argue like a scientist when discussing social issues. The Science Teacher  Bulletin, 82 (2), pp 1-5.

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Emenaha, U. (2018). The science of fake news: Use of socio-scientific issues in the modern science classroom.

The STATellite, 61 (2), pp21-22.

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Zhang, J. Wong, S., Relyea, J. E., Wui, G., & Emenaha, U. (2017). Designing a socio-scientific issue curriculum on space exploration: Dialogic       inquiry approach for English learners. English in Texas, 47(2), 7-12.

 

Works In Progress

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Emenaha, U. (work in progress). An overview of constructivism: Theory and application in science education.

This manuscript in progress analyzes, the 21st science classroom from a constructivist perspective. Constructivist Theories discussed include social constructivism, Culturally Relevant Pedagogy (CRP), and Critical Race Theory (CRT).​

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Emenaha, U. Evans, P., Ademosu, K., & Nguyen, H. (work in progress). A teacher’s perception of the use of claims, evidence, and reasoning to support students understanding of the social construct of race: A case study.