This study aims to reconstruct Grade 11 students' misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixedmethod approach. The participants in this study were 65 students (33 students in the experiment…

Teaching that supports children in scientific sensemaking emphasizes discourse that prioritizes children's ideas and supports children in engaging in disciplinary practices. However, supporting science talk requires skillful instruction, and without support, teachers may find it challenging to engage our youngest students in rich discussions. In…

Representation in science is anything that stands for something else--drawings, pictures, graphs, or other representational forms (Danish et al. 2020). Representations serve as public displays of phenomena that make aspects of those phenomena explicit (Gilbert 2008). They can serve to make the invisible visible, communicate ideas, display…

Planning and conducting experiments require the application of the control of variables strategy (CVS). Research indicates that older children can learn the CVS by engaging in guided-inquiry activities. It has not been studied yet whether this is also the case for children as young as 6- to 7-years. 145 children aged 6-7 years participated in a…

This study investigated the use of storytelling in teaching elementary science on the topic of 'Sense Organs' at the Grade 1 level. A total of 21 students from one of the elementary schools in Brunei Darussalam participated in the study. The qualitative analyses of the observations and video recordings resulted in the classifications of the…

The "Next Generation Science Standards" call for engaging students in practices that scientists and engineers use (NGSS Lead States 2013), but it's also important to explicitly teach thinking approaches that scientists and engineers use. One way to help children think and act like scientists and engineers is to engage them with…

Scientists' writing includes organized data, calculations, sketches and models, inventories and lists, timelines, detailed descriptions, locations, conditions, actions, schedules, information about variables, goals, hypotheses, research, notes, summaries of experiments, and reports to others (Fulton and Campbell 2014). By using scaffolded science…

While curriculum designed as project-based learning is not suitable for use with every science standard, this methodology can be used when teaching concepts that naturally contain some flexibility. With small adaptations, teachers can implement these practices into the classroom regardless of the grade level. This article provides a detailed…

Interdisciplinary studies foster integration of ideas across disciplines. The knowledge building pedagogy, with its 12 principles and associated technology, Knowledge Forum®, provides multifaceted support for linking ideas across disciplines and communities. This exploratory study aims to assess the extent to which elementary-school students…

Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research…

Fieldtrips to informal science institutions can be opportunities for children to engage in three-dimensional learning, which is the integration of core disciplinary ideas, science practices, and cross-cutting concepts. We explored the question of whether the combination of a planetarium fieldtrip and classroom lessons could support young…

This semi-empirical research utilises a structured interview interview approach to explore Saudi children's ideas about living things and to examine the effects of iPad use based on a socio-cultural perspective involving group work and discussion. The sample comprised 40 grade 1 children; 20 were empirically taught using iPads according to a…

In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…

This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by…

Earth and space science deserve the same level of inclusion in early childhood curriculum as the other science disciplines, and research shows that the sooner children are introduced to concepts like those presented in planetarium programs, the stronger their lifelong interest in science will be. Much astronomy visualization outside of…