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Cisterna, Dante; Forbes, Cory T.; Roy, Ranu – International Journal of Science Education, 2019
Research suggests that it is challenging for elementary students to develop conceptual understanding of trait variation, inheritance of traits, and life cycles. In this study, we report on an effort to promote elementary students' learning of hereditary-related concepts through scientific modelling, which affords opportunities for elementary…
Descriptors: Grade 3, Elementary School Students, Genetics, Curriculum Implementation
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Borgerding, Lisa A.; Kaya, F. – International Journal of Science Education, 2019
The U.S. Next Generation Science Standards treat biological adaptation as a disciplinary core idea, but various science educators recommend its introduction at different ages. The concept of biological adaptation elicits children's reasoning about organisms, their environments, and the relationship between organisms and their environments. The…
Descriptors: Preschool Children, Summer Programs, Day Camp Programs, Science Education
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Fridberg, Marie; Jonsson, Agneta; Redfors, Andreas; Thulin, Susanne – International Journal of Science Education, 2019
This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in…
Descriptors: Foreign Countries, Science Instruction, Chemistry, Physics
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Halls, Jonathan Grant; Ainsworth, Shaaron Elizabeth; Oliver, Mary Collette – International Journal of Science Education, 2018
There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or…
Descriptors: Young Children, Scientific Concepts, Concept Teaching, Early Childhood Education
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Sundberg, Bodil; Areljung, Sofie; Due, Karin; Ekström, Kenneth; Ottander, Christina; Tellgren, Britt – International Journal of Science Education, 2018
In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool…
Descriptors: Science Activities, Preschool Education, Preschool Children, Educational Environment
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Klemm, Janina; Neuhaus, Birgit J. – International Journal of Science Education, 2017
Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of…
Descriptors: Observation, Emotional Response, Well Being, Preschool Children
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Kallery, Maria; Loupidou, Thomais – International Journal of Science Education, 2016
The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by…
Descriptors: Small Group Instruction, Mixed Age Grouping, Science Education, Preschool Children
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Kim, Mijung – International Journal of Science Education, 2016
Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and…
Descriptors: Elementary School Science, Elementary School Students, Grade 2, Grade 3
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Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L. – International Journal of Science Education, 2016
Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…
Descriptors: Science Education, Elementary School Science, Primary Education, Inquiry
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Wilson, Rachel E.; Bradbury, Leslie U. – International Journal of Science Education, 2016
In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of…
Descriptors: Science Instruction, Teaching Methods, Grade 1, Elementary School Teachers
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Gustavsson, Laila; Jonsson, Agneta; Ljung-Djärf, Agneta; Thulin, Susanne – International Journal of Science Education, 2016
The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0-5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children's perspectives, interests, and questions is strongly based on historical and cultural traditions. This…
Descriptors: Science Instruction, Science Education, Foreign Countries, Early Childhood Education
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Madden, Lauren; Wiebe, Eric – International Journal of Science Education, 2015
This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers' self-described identity, the researchers' view of teacher identity, and the students' views of teacher identity. Over…
Descriptors: Teacher Attitudes, Case Studies, Professional Identity, Student Attitudes
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Ergazaki, Marida; Valanidou, Eftychia; Kasimati, Maria-Christina; Kalantzi, Mara – International Journal of Science Education, 2015
This paper reports on a mixed-model case study of designing and implementing a constructivist teaching intervention about reproduction and physical family resemblance for young children. The objective of the study was to explore whether the ways that preschoolers reason about the resemblance between offspring and parents can be improved with a…
Descriptors: Foreign Countries, Early Childhood Education, Science Education, Biology
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Zangori, Laura; Forbes, Cory T. – International Journal of Science Education, 2015
Elementary students should have opportunities to develop scientific models to reason and build understanding about how and why plants depend on relationships within an ecosystem for growth and survival. However, scientific modeling practices are rarely included within elementary science learning environments and disciplinary content is often…
Descriptors: Grade 3, Elementary School Students, Elementary School Science, Models
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Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V. – International Journal of Science Education, 2015
Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this…
Descriptors: Elementary School Science, Elementary School Teachers, Elementary School Students, Grade 3
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