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…

While many studies have considered the association between teachers' and students' conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers' conceptions on students' conceptions. Our objective was to analyze the influence of music teachers' conceptions on student…

The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to…

This study explored impact of teaching high schoolers coordinated or uncoordinated models of static electricity. Posttest results showed that students who were taught the uncoordinated models outperformed those in that control group; however, the coordinated model group did not outperform its control group. Process data suggest that the…