This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest-posttest design with supplemental interviews and questionnaires. The pretest evaluated…

This mixed-methods study, conducted with five elementary teachers, explored the relationship between teacher beliefs and classroom practice. Three theoretical frameworks--Technological, Pedagogical, and Content Knowledge (TPACK), Teacher Beliefs, and Scaffolding--were used for creating the data collection tools and for analyzing the data. Teachers…

Students' thinking should serve as the foundation of effective science curriculum and instruction. To promote science learning, particularly in the geosciences, teachers must attend to students' existing ideas about natural phenomena through the use of ''high-leverage'' instructional practices such as formative assessment. Elementary teachers need…

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second…