Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances…

The purposes of this study were to examine initial content knowledge about properties of air by three cohorts of undergraduate and master's students studying elementary education and to determine forms of reasoning used to explain air phenomena and the effect of an intervention on content knowledge. Subjects were assessed using a 14-question test…

High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in…

Reports on a study that investigated ways in which children's use of science journals aided their acquisition of science understanding in one kindergarten and one fourth-grade classroom. Indicates that children recontextualized their understandings of science investigations and phenomena by using three types of mental contexts reflected in their…

Examines the author's discovery of elementary students' science misconceptions derived from the books she chose to share as read-alouds. Identifies three intertwining elements that might have led intelligent, curious young learners to create impossible science from these read-aloud sessions. Uses these three elements to organize personal…

Science education is viewed from a framework that integrated sources of knowledge with the traditional processes of scientific inquiry. Sciencing is then described, and how it could be implemented with young children is discussed. (MNS)

The author examines current techniques used to teach elementary school children how to analyze and compare. Emphasis is placed upon developing these modes of mental activity while teaching biological concepts. (DE)

The case for integrating the problem-solving approach to learning with traditional explanatory and demonstrative approaches, but not replacing them, when teaching biology is presented. (ND)

An overview is provided of 50 years of research on naive theories in human biology. A set of recommendations aimed at confronting student misconceptions and facilitating conceptual change about the structure and function of the human body is presented, with five lessons described. (MNS)

Elementary school students (N=226) in grades 1-6 were interviewed to determine competency with measurement tasks. Data indicate that fundamentals of measurement (although taught) were not understood or retained by a sizable proportion of these students. Classroom activities are suggested to remedy the situation. (Author/JN)

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Describes the use of a "cognitive cylinder"--a cardboard tube with threads or string running through it--to help elementary school students learn to make scientific inferences. The activity requires students to employ such thinking skills and behaviors as observing, collecting, and interpreting data; predicting; measuring; hypothesizing;…

Investigated whether instructing children in the component skills underlying Piagetian transitivity tasks would increase their performance on both transitivity-related tasks and on reasoning tasks not directly related to transitivity. Results indicate that incorporating the quantification of certain abstract symbols, training can influence…

Describes a study which sought to identify development patterns related to the acquisition of proportional reasoning in two areas, namely electricity and chemical solutions. Results from children ages 9-11 indicated that development of understanding of chemical solutions was asymmetric whereas it was symmetrical with electricity. Includes sample…

Guessing is seen in all forms to be a creative and critical process which has practical and scientific utility. The goal of science in early childhood is viewed as having children make better guesses. Ways of instruction that create and develop an atmosphere for guessing are detailed. (MP)