Research has shown that children usually provide teleological explanations for the features of organisms from a very early age (3-4 years old). However, it is not clear if teleology is applied selectively for organisms, or if it is generally applied to other objects as well (artifacts and non-living natural objects). The present study examined…

Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science…

The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children's growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children's responses to…

Analyzes the ways in which some beginning primary school teachers cope when faced with teaching science. Examines aspects of a group of beginning primary teachers' science teaching practices in order to better understand the basis of their practice. Finds that activities that work have a close relationship with science Pedagogical Content…

Most primary school teachers do not use constructivist teaching because they find it difficult and impractical to implement. Uses the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation) and results show that it is found interesting and fun by students, motivates learning, and promotes higher-order thinking skills. (SOE)

Discusses supporting factors necessary for teacher professional growth and issues of concern that are evident during one primary teacher's implementation of a unit that used constructivist pedagogical strategies. Support factors for teacher growth are found to be an appropriate program of professional development, teacher understanding of the…

This research project involved viewing elementary children's (ages 8-10) design technology drawing through a theoretical perspective developed by analyzing professional drawing practice. The perspective places more emphasis on the generative aspect of drawing as well as on the use of different types of drawings at different stages of design. The…

This paper explores the notion of educational partnerships and reports on research on client-provider partnerships between full primary schools and external technology education providers for Year 7 and 8 New Zealand students (age range approx. 12 to 13 years). Educational reforms in New Zealand and the introduction of a more holistic technology…

This study looked at 30 primary aged children between 10 and 11 years old who were visiting the Eden Project, Cornwall and participating in workshops led and designed by the Eden Education Officers. The study attempted to directly test the effects of the Education Officers' workshops on children's learning. Personal meaning mapping, a…

Reports on a two-year study designed to investigate how a Web-Based Integrated Science Environment (WISE) project called "Plants in Space" featuring classroom investigations enabled 5th grade students to increase their understanding of plant growth and development. Investigates two versions of the curriculum and considers how understanding of the…

Reports on the professional development project, the Beginning Elementary Science Teachers' (BEST), which is based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Describes project experiences that allowed 13 beginning teachers to interact with…

Discusses the importance of meaningful and critical examination of teacher beliefs in preservice teacher education. Explores the effectiveness of using tools such as individual spaces and community conversations on teachers' attitudes and emotions. (Contains 62 references.) (Author/YDS)

Investigates 20 elementary school teachers' perceptions of what the term "activities that work" means. Suggests that hands-on science activities are interesting and motivating for children, have a clear outcome or result, are manageable in the classroom, and preferably used in a context in which science is integrated into themes. Considers…

Positioning theory was used in my interpretation of the social interactions between Year 6 children during science activities. By examining the unproductive journey taken by students in one female dyad as they interacted with students in both mixed-gender and same-gender groups, it was possible to consider how gender, status, and power relations…

Describes and analyzes the role of a teacher's caring and enthusiasm in an inclusive science classroom. Reveals that this teacher's approach focuses on two major ideas: (1) Combining activity-oriented science curriculum with the building of caring relationships in her classroom; and (2) Developing enthusiasm for science and fulfilling students'…