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Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement
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Kaderavek, Joan N.; Paprzycki, Peter; Czerniak, Charlene M.; Hapgood, Susanna; Mentzer, Gale; Molitor, Scott; Mendenhall, Robert – International Journal of Science Education, 2020
This study investigated if student placement in a primary grade 1-3 classroom with a teacher who had been trained in a U.S. science Framework-aligned [National Research Council. (2012). "A framework for K-12 science education: Practices, crosscutting concepts and core ideas." The National Academies Press] professional development science…
Descriptors: Early Experience, Science Instruction, Grade 5, Elementary School Students
The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students
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Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert – Journal of Research in Science Teaching, 2017
This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…
Descriptors: Mathematics Achievement, Alignment (Education), Scientific Literacy, Faculty Development
Taking Science Home: Connecting Schools and Families through Science Activity Packs for Young Children
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Reinhart, Meredith; Bloomquist, Debra; Strickler-Eppard, Lacey; Czerniak, Charlene M.; Gilbert, Amanda; Kaderavek, Joan; Molitor, Scott C. – School Science and Mathematics, 2016
A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary…
Descriptors: Science Education, Science Activities, Young Children, Family Programs
Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy
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Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant – Journal of Science Teacher Education, 2016
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…
Descriptors: Alignment (Education), Faculty Development, Investigations, Pedagogical Content Knowledge