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Billingsley, Berry – Primary Science, 2020
It might sound to some like an impossible target to give children 22 hours of scientific enquiry by Christmas, but the current COVID-19 pandemic has already demonstrated its capacity to make the impossible happen and to upturn so many of the assumptions that have shaped the way people teach and learn. Children can reach 22 hours of enquiry if…
Descriptors: COVID-19, Pandemics, Science Activities, Elementary School Science
Haverly, Christa; Lyle, Angela; Spillane, James P.; Davis, Elizabeth A.; Peurach, Donald J. – Journal of Research in Science Teaching, 2022
The Next Generation Science Standards (NGSS), a reform effort "for states, by states," advances ambitious ideals for elementary science teaching, but the fate of these ideals will depend in part on the engagement of state science coordinators (SSCs). This article explores the responses of SSCs to NGSS in a purposeful sample of 18 US…
Descriptors: Instructional Improvement, Science Instruction, Elementary School Science, Academic Standards
Stone, Brian – Journal of Research in Childhood Education, 2020
Scientific inquiry is an often misunderstood concept in many elementary classrooms. On the inquiry spectrum, teacher-directed (TD) scientific inquiry is prevalent in schools. From a critical and social constructivism framework, TD inquiry programs affect students' original/unhindered questions, called primal inquiry (PI), and processes in science…
Descriptors: Science Instruction, Inquiry, Elementary School Science, Grade 4
Borgerding, Lisa A.; Mulvey, Bridget K. – Journal of Science Teacher Education, 2022
Scientific knowledge is necessary to make informed decisions about many social issues, but some of the public is skeptical of science and scientific expertise. Teacher education programs are one way to address distrust in science in this generation and the next. Socioscientific issues (SSI) have been advocated as important for teaching about the…
Descriptors: COVID-19, Pandemics, Trust (Psychology), Science and Society
Yesilyurt, Ezgi; Deniz, Hasan; Kaya, Erdogan – International Journal of STEM Education, 2021
Background: The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods…
Descriptors: Engineering Education, Self Efficacy, Preservice Teachers, Elementary School Teachers
Jaciw, Andrew P.; Nguyen, Thanh; Lin, Li; Zacamy, Jenna L.; Kwong, Connie; Lau, Sze-Shun – Grantee Submission, 2020
These appendices accompany the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the…
Descriptors: Faculty Development, Science Instruction, Science Achievement, Elementary School Teachers
Grantee Submission, 2020
This research summary accompanies the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in…
Descriptors: Faculty Development, Science Instruction, Science Achievement, Elementary School Teachers
Zhang, Jianwei; Tian, Yan; Yuan, Guangji; Tao, Dan – Science Education, 2022
As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: "reflective structuration" by which members of a classroom community…
Descriptors: Science Education, Inquiry, Grade 5, Elementary School Students
Maeng, Jennifer L.; Bell, Randy L.; St. Clair, Tyler; Gonczi, Amanda L.; Whitworth, Brooke A. – International Journal of Science Education, 2018
This embedded mixed method study used a randomised controlled? trial design to examine two cohorts of upper (grades 4-6) elementary teachers' classroom implementation of nature of science (NOS) instruction following their participation in a statewide professional development (PD). The treatment group (n = 145) was compared to a control group (n =…
Descriptors: Elementary School Teachers, Elementary School Science, Scientific Principles, Science Instruction
Desstya, Anatri; Prasetyo, Zuhdan Kun; Suyanta; Susila, Ihwan; Irwanto – International Journal of Instruction, 2019
This study aims to report the development an instrument that is standardized (reviewed by validity, reliability, and difficulty index) to detect science misconception in an elementary school teacher. This study used a 4-D model; defining, designing, developing, and disseminating. First, it was prepared with 47 opened-ended questions, and then it…
Descriptors: Elementary School Teachers, Misconceptions, Evaluation Methods, Teacher Evaluation
Josephine Convertini; Francesco Arcidiacono; Céline Miserez-Caperos – Research in Science & Technological Education, 2024
Background: In the field of science education, adults often set up practical-based activities with the idea of stimulating children's reasoning and approaching science in a playful way. Although the potential role of objects in stimulating social practices has been considered in the literature, how teachers work on semiotic aspects of…
Descriptors: Science Teachers, Science Education, Elementary School Science, Elementary School Students
Jaciw, Andrew P.; Nguyen, Thanh; Lin, Li; Zacamy, Jenna L.; Kwong, Connie; Lau, Sze-Shun – Grantee Submission, 2020
Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the release of the Next Generation Science Standards (NGSS) in 2013. The new standards set off a chain reaction of standards adoption and…
Descriptors: Faculty Development, Science Instruction, Science Achievement, Elementary School Teachers
Mutlu, Ayfer – Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 2021
This study aimed to develop, introduce, and conduct an inquiry-driven creative drama activity. The activity, for elementary students, related to the transmission of light and full shadow. In the activity, which consisted of a warm-up, dramatization, and evaluation stages, two inquiry-based experiments were added to the dramatization stage. Thus,…
Descriptors: Grade 5, Elementary School Students, Elementary School Science, Inquiry
Murphy, Cliona; Smith, Greg; Mallon, Benjamin; Redman, Erin – Environmental Education Research, 2020
Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was…
Descriptors: Environmental Education, Sustainable Development, Active Learning, Inquiry
Maria Varelas; Amanda R. Diaz; Rebecca Kotler; Rebecca Woodard; Ronan Rock; Zachary Sabitt; Nathan Phillips; Rachelle Tsachor; Marcie Gutierrez; Hannah Natividad; Derek Threewitt; Jaegen Ellison – Research in Science & Technological Education, 2024
We explored the semiotic choices children in grades 1-6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in…
Descriptors: Science Education, Science Instruction, Teaching Methods, Drama