Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., [Forbes, C. T., 2015]; Gunckel et al., [Gunckel, K. L., 2012]; Zangori et al., [Forbes, C.…

Water is a crucial topic that spans the K-12 science curriculum, including the elementary grades. Students should engage in the articulation, negotiation, and revision of model-based explanations about hydrologic phenomena. However, past research has shown that students, particularly early learners, often struggle to understand hydrologic…

Recent research has challenged traditional assumptions that scientific practice and knowledge are essentially individual accomplishments, highlighting instead the social nature of scientific practices, and the co-construction of scientific knowledge. Similarly, new research paradigms for studying learning go beyond focusing on what is "in the…

Presents a list of 52 earth science concepts in order of their ranking by a panel of earth scientists asked to judge importance for inclusion in the school curriculum. (AL)

Examines vertical transfer in a sequence of three tasks for a conceptual network from geology, attempting to determine whether instruction on earlier tasks in a sequence for a conceptual network enhances learning and transfer for subsequent tasks and whether explicit instruction on task-specific strategies further enhances learning and transfer.…

The meanings of eight science terms (volume, organism, motion, energy, molecule, cell, enzyme, fossil) were studied by 9-, 13-, and 17-year-olds. Results indicate that the schools were ineffective in increasing numbers of students who mastered these terms between seventh and eleventh grade. Reasons for this finding are discussed. (Author/JN)

Conducted a study similar to Fryback and Daugs' experiments among 15 sixth grade classes, using Cloze procedure to measure gains and a teacher rating to evaluate teachers. Indicated the absence of significant differences in pupil gains through the use of either one- or five-level materials. (CC)

Effects of a sequence of two science content courses (earth science/biology and physical science) on preservice elementary teachers' attitude toward and anxiety about science teaching were examined. Results from two studies (1977-78, N=78 and 1978-79, N=71) indicate attitude/anxiety changed in a positive direction and continued in subsequent…