Elementary teachers’ use of language to label and interpret science concepts Nicole J. GlenSharon Dotger OriginalPaper Pages: 71 - 83
The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching Emilio DuranLena Ballone-DuranSvetlana Beltyukova OriginalPaper Pages: 53 - 70
Developmental perspectives on reflective practices of elementary science education students Joanne K. OlsonKevin D. Finson OriginalPaper Pages: 43 - 52
How does culture shape students’ perceptions of scientists? Cross-national comparative study of American and Chinese elementary students Donna Farland-Smith OriginalPaper Pages: 23 - 42
Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience Tina VarmaMark VolkmannDeborah Hanuscin OriginalPaper Pages: 1 - 22
Creative activities and their influence on identification in science: Three case studies Marie-Claire ShanahanMartina Nieswandt OriginalPaper Pages: 63 - 79
Elementary preservice teachers’ experience with inquiry: Connecting evidence to explanation Meredith A. Park Rogers OriginalPaper Pages: 47 - 61
Role-playing in science education: An effective strategy for developing multiple perspectives Elaine V. HowesBárbara C. Cruz OriginalPaper Pages: 33 - 46
Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms Mark GirodTodd Twyman OriginalPaper Pages: 13 - 32
Using socioscientific issues in primary classrooms Thomas J. DolanBryan H. NicholsDana L. Zeidler OriginalPaper Pages: 1 - 12
Socioscientific issues: Theory and practice Dana L. ZeidlerBryan H. Nichols OriginalPaper Pages: 49 - 58
The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy Sarah J. Carrier OriginalPaper Pages: 35 - 48
Preservice elementary teachers’ Self-Efficacy Beliefs About Equitable Science Teaching: Does service learning make a difference? Neporcha Cone OriginalPaper Pages: 25 - 34
Comparing science learning among 4th-, 5th-, and 6th-Grade Students: STS versus textbook-based instruction Robert E. YagerAeRan ChoiHakan Akcay OriginalPaper Pages: 15 - 24
Different conceptions of the nature of science among preservice elementary teachers of two countries Do -Yong ParkYong Bok Lee OriginalPaper Pages: 1 - 14
Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists Azza Sharkawy OriginalPaper Pages: 67 - 78
Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry Ling L. LiangGreer M. Richardson OriginalPaper Pages: 51 - 66
Conducting science inquiry in primary classrooms: Case studies of two preservice teachers’ inquiry-based practices Jacqueline LeonardNorma BoakesCara M. Moore OriginalPaper Pages: 27 - 50
Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms Kay N. DrakeDeborah Long OriginalPaper Pages: 1 - 16
Improving achievement for linguistically and culturally diverse learners through an inquiry-based earth systems curriculum Julie LambertEileen N. Whelan Ariza OriginalPaper Pages: 61 - 79
Lasting impact of a professional development program on constructivist science teaching Tyler BeamerMeta Van SickleGeorge Temple OriginalPaper Pages: 49 - 60
An evaluation of elementary school science kits in terms of classroom environment and student attitudes Linda Scott HoustonBarry J. FraserCynthia E. Ledbetter OriginalPaper Pages: 29 - 47
Designing the best urban, preservice elementary science methods course: Dilemmas and considerations Hedy MoscoviciIrene Osisioma OriginalPaper Pages: 15 - 28
What can developmental theory contribute to elementary science instruction? Anton E. Lawson ASTE Invited Article Pages: 1 - 14
The role of the elementary science teacher and linguistic diversity Felicia M. Moore OriginalPaper Pages: 49 - 61
Initial impacts of No Child Left Behind on elementary science education George GriffithLawrence Scharmann OriginalPaper Pages: 35 - 48
Conversations of family and primary school groups at robotic dinosaurs in a museum? What do they talk about? Sue Dale Tunnicliffe OriginalPaper Pages: 17 - 33
Lift, squeeze, stretch, and twist: Research-based Inquiry Physics Experiences (RIPE) of energy for kindergartners Stephen J. Van HookTracy L. Huziak-Clark OriginalPaper Pages: 1 - 16
Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers Deborah L. HanuscinMichele H. Lee OriginalPaper Pages: 51 - 66
Beyond the talking groundhogs: Trends in science trade books Kristin T. ReardenAmy D. Broemmel OriginalPaper Pages: 39 - 49
Elementary students’ retention of environmental science knowledge: Connected science instruction versus direct instruction Bhaskar UpadhyayCristina DeFranco OriginalPaper Pages: 23 - 37
Elementary preservice teachers’ use of science notebooks Judith Morrison OriginalPaper Pages: 13 - 21
A study of common beliefs and misconceptions in physical science Mary SteinTimothy G. LarrabeeCharles R. Barman OriginalPaper Pages: 1 - 11
Relationships among learner characteristics and preservice elementary teachers’ views of nature of science Valarie L. AkersonLisa A. Donnelly OriginalPaper Pages: 45 - 58
Teaching grade 5 life science with a case study approach Ozlem Sila OlgunBelgin Adali OriginalPaper Pages: 29 - 44
Representations of the moon in children’s literature: An analysis of written and visual text Kathy Cabe TrundleThomas H. TrolandT. Gail Pritchard OriginalPaper Pages: 17 - 28