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Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity
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Wallace, Carolyn S.; Brooks, Lori – Science Education, 2015
Lack of time for teaching science in traditional classroom placements in the United States has led some science teacher educators to provide practice teaching time for elementary education students in informal science settings. The purposes of this study were to describe the culture of one science methods course taught in conjunction with a K-7…
Descriptors: Science Education, Teacher Educators, Elementary School Science, Methods Courses
Young Children's Analogical Reasoning in Science Domains
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Haglund, Jesper; Jeppsson, Fredrik; Andersson, Johanna – Science Education, 2012
This exploratory study in a classroom setting investigates first graders' (age 7-8 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at…
Descriptors: Constructivism (Learning), Childrens Art, Discussion, Heat
Using Latent Class Analysis to Analyze Children's Responses to the Question, "What Is a Day?"
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Harlow, Danielle B.; Swanson, Lauren H.; Nylund-Gibson, Karen; Truxler, Adam – Science Education, 2011
Understanding what children know is paramount to planning effective science instruction; however, in any classroom, the students hold a variety of ideas. Representing these differences in ways that also acknowledge the common trends among students might facilitate the process of differentiation. To exemplify one such possible process of…
Descriptors: Statistical Analysis, Science Instruction, Student Reaction, Age Differences
Identifying Elements Critical for Functional and Sustainable Professional Learning Communities
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Richmond, Gail; Manokore, Viola – Science Education, 2011
In this paper, we examined data collected as part of a 5-year project designed to foster reform-based urban science teaching through teachers' communities of inquiry. Drawing upon a distributed leadership framework, we analyzed teacher "talk" during professional learning community (PLC) meetings. This analysis yielded five elements:…
Descriptors: Urban Education, Elementary School Science, Grade 1, Grade 4
Urban Primary-Grade Children Think and Talk Science: Curricular and Instructional Practices that Nurture Participation and Argumentation
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Varelas, Maria; Pappas, Christine C.; Kane, Justine M.; Arsenault, Amy; Hankes, Jennifer; Cowan, Begona Marnotes – Science Education, 2008
We focus on the concept of matter and explore how young children in urban schools bridge their spontaneous concepts and everyday experiences with scientific concepts introduced to them by children's literature information books and their teacher. The study shows how material artifacts used in a sorting activity became ideational tools--semiotic…
Descriptors: Childrens Literature, Urban Schools, Interpersonal Communication, Inquiry
Negotiated Representational Mediators: How Young Children Decide What to Include in Their Science Representations
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Danish, Joshua A.; Enyedy, Noel – Science Education, 2007
In this paper, we synthesize two bodies of work related to students' representational activities: the notions of meta-representational competence and representation as a form of practice. We report on video analyses of kindergarten and first-grade students as they create representations of pollination in a science classroom, as well as summarize…
Descriptors: Case Method (Teaching Technique), Local Norms, Videotape Recordings, Elementary School Science