While research on embodied learning sheds light on the body's role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N.,…

The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational…

The current research is to give an example to the inquiry-based science teaching implementations for facilitating knowledge acquisition and retention in a short period of time. Thus, the aim of the research is to transfer of acquired knowledge into different situations using sequential inquiry activities, which have challenging questions for…

An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called…

This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a…

Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention…

The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in…

The SPACE (Science Processes and Concept Exploration) project began 21 years ago, just ahead of the National Curriculum. It was a research project whose findings and processes were built into the Nuffield Primary Science classroom guides for teachers, making these the best example of research-informed curriculum materials at the primary level.…

In part 1 (SE 532 193) an outline of Ausubel's learning theory was given. The application of the theory to elementary school science is addressed in this part, clarifying what elementary science means and indicating how it relates to what may be expected to be already known by elementary school children. (Author/JN)

This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design…

Reviews research in science instruction studies with similar independent variables, involving grades 6-12 and reported within the 1963-1978 period. An analysis of 52 studies revealed six clusters that possessed significant positive cognitive outcomes. Includes the finding that systematic innovation provides positive improvements over traditional…

Most primary science practitioners would immediately list questioning as one of the key ways in which they influence children's learning. Even so, effective questioning is not a straightforward skill. In this article, the author offers ideas to help practitioners understand the relevance and importance of questioning in primary science and how…

A study done based on the premise that classroom groups can help students develop their intellectual thinking and potential, especially their skills in critical thinking. Students were paired according to similar I.Q. scores. (EB)

Discusses the nature of curiosity in students and ways to stimulate it. Includes a checklist to help collect information about student curiosity levels and offers suggestions to develop a high degree of curiosity in students. Suggestions include using variety, novelty, change, and discrepant events. (Author/JN)