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.…

Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2-year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework,…

We present the development of a construct map addressing the reason for the seasons, as a subset of a larger learning progression on celestial motion. Five classes of 8th grade students (N?=?38) participated in a 10-day curriculum on the seasons. We revised a hypothetical seasons construct map using a Rasch model analysis of students'…

The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they…

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…

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.…

Characterizes students' understanding of the rock cycle system. Examines effects of a knowledge integration activity on their system thinking. Interprets answers to an open-ended test using a systems thinking continuum ranging from a completely static view of the system to an understanding of the system's cyclic nature. Reports meaningful…

Reports a study of the relationship between learning science content in an elementary science methods course with videodisk-based instruction and attitudes toward science teaching. The experimental group (n=42) learned science concepts through interactive videodisk lessons. Results showed the experimental group had greater gains in science…

Reports on a study involving eighth grade earth science students (N=287) which indicates that a problem solving approach is useful in improving overall achievement, particularly in facilitating application of earth science subject matter. (CS)

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following…

Reports a study (n=41) of the effectiveness of in-depth, conceptually integrated instruction delivered via a videodisc program in eliminating children's alternative frameworks in science. This curriculum, which did not directly address alternative frameworks during instruction, changed 92% of the alternative frameworks held by students to…

Examines congruence between science content structure of instructional materials and students' structural representations before and after science instruction. Eighth-grade science students (N=30) were given concept-structuring tasks before and after studying instructional materials to assess changes in student structural representations.…

Determined extent to which eighth-grade students' (N=35) knowledge of concepts relevant to mineral classification influenced their ability to classify minerals and which concepts were most influential. Results showed that 58.7% of variance in correct mineral classification was accounted for by students' knowledge of relevant concepts, particularly…

Determined the effect of using previsit instructional materials on student learning for a museum field trip experience. Ten earth science classes were assigned to experimental (instruction over field trip) and control (normal class instruction) groups. Found previsit instructional materials significantly increased student test scores. (DS)

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…