Attending to emotion in science classrooms can expand the range of resources valued for science learning, and it can offer insights into students' investigations. However, research that characterizes emotion as a part of disciplinary science learning is relatively nascent. In response, we explore the dynamic relationships between feelings,…

Science achievements of individuals play a crucial role when students aim to pursue highly demanded occupations and advanced academic degrees. Enhancing science attainment is crucial in improving the effectiveness of science education. This study investigates the impact of home educational resources, students' attitudes toward learning,…

In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes…

We previously proposed a hypothetical learning progression around the disciplinary core idea of the Solar System and its formation as a first step in a research program to begin to fill this gap and address questions of student learning in this domain. In this study, we evaluate the effectiveness of two dimensions within the learning progression,…

The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a…

This exploratory project considers the use of "wonder" as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously…

In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on…

This study investigated how student participation in an authentic scientific investigation may shape underrepresented students' views of science and support students in learning science. The research centered on the instructional approach used in a fifth-grade classroom to engage English language learning students from Latino backgrounds in a…

Elementary science standards emphasize that students should develop conceptual understanding of the characteristics and life cycles of plants (National Research Council, 2012), yet few studies have focused on early learners' reasoning about seed structure and function. The purpose of this study is twofold: to (a) examine third-grade…

This study investigated children's judgments of the epistemic status of justifications for causal claims. Twenty-six children (14 boys, 12 girls) between the ages of 8 and 10 were asked to help two story characters choose the "best reason" for believing a claim. The reasons included appeals to an authority, to a plausible causal mechanism, or to…

As part of becoming scientifically literate, students should come to appreciate epistemic aspects of science. Little research has been conducted on elementary students' epistemological beliefs specific to science education. This study offers insights into third-grade students' epistemological beliefs while paying attention to the intersection of…

The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines…

Findings from a quasi-experimental study of children's ideas about the solar system and how these ideas changed in response to a 10-week intervention period of formal astronomy teaching at a single primary school in England are presented in detail. Initial interviews with all of the 9- to 11-year-olds involved revealed a relatively poorly…