Works matching DE "SCIENCE education (Elementary)"
Results: 1653
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- Technology Teacher, 1999, v. 58, n. 5, p. 26
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- Article
Heat energy.
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- Technology Teacher, 1994, v. 54, n. 2, p. 10
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- Article
Teachers' Autonomy-Relevant Practices Within an Inquiry-Based Science Curricular Context: Extending the Range of Academically Significant Autonomy-Supportive Practices.
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- Teachers College Record, 2014, v. 116, n. 7, p. 1, doi. 10.1177/016146811411600708
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Teacher Change in Elementary Science Instruction With English Language Learners: Results of a Multiyear Professional Development Intervention Across Multiple Grades.
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- Teachers College Record, 2012, v. 114, n. 8, p. 1, doi. 10.1177/016146811211400805
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Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction.
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- Teachers College Record, 2011, v. 113, n. 1, p. 27, doi. 10.1177/016146811111300104
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Peer Pedagogy: Student Collaboration and Reflection in a Learning-Through-Design Project.
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- Teachers College Record, 2008, v. 110, n. 12, p. 2601, doi. 10.1177/016146810811001203
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Elementary Teachers: Concerns About Implementing a Science Program.
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- School Science & Mathematics, 2016, v. 116, n. 3, p. 139, doi. 10.1111/ssm.12162
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Changes in Elementary Student Perceptions of Science, Scientists, and Science Careers After Participating in a Curricular Module on Health and Veterinary Science.
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- School Science & Mathematics, 2015, v. 115, n. 6, p. 271, doi. 10.1111/ssm.12129
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INSTRUCTIONAL STRATEGIES AND SCIENCE ACHIEVEMENT OF FORM 2 STUDENTS IN MALAYSIA: FINDINGS FROM THE TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) 2003.
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- Journal of Science & Mathematics Education in Southeast Asia, 2006, v. 29, n. 1, p. 62
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Creative Activities and Their Influence on Identification in Science: Three Case Studies.
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- Journal of Elementary Science Education, 2009, v. 21, n. 3, p. 63, doi. 10.1007/BF03174723
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Elementary Preservice Teachers' Experience with Inquiry: Connecting Evidence to Explanation.
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- Journal of Elementary Science Education, 2009, v. 21, n. 3, p. 47, doi. 10.1007/BF03174722
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Role-Playing in Science Education: An Effective Strategy for Developing Multiple Perspectives.
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- Journal of Elementary Science Education, 2009, v. 21, n. 3, p. 33, doi. 10.1007/BF03174721
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Comparing the Added Value of Blended Science and Literacy Curricula to Inquiry-Based Science Curricula in Two 2nd-Grade Classrooms.
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- Journal of Elementary Science Education, 2009, v. 21, n. 3, p. 13, doi. 10.1007/BF03174720
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The Effects of Outdoor Science Lessons with Elementary School Students on Preservice Teachers' Self-Efficacy.
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- Journal of Elementary Science Education, 2009, v. 21, n. 2, p. 35, doi. 10.1007/BF03173683
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Preservice Elementary Teachers' Self-Efficacy Beliefs About Equitable Science Teaching: Does Service Learning Make a Difference?
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- Journal of Elementary Science Education, 2009, v. 21, n. 2, p. 25, doi. 10.1007/BF03173682
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Enhancing Prospective Teachers' Science Teaching Efficacy Beliefs Through Scaffolded, Student-Directed Inquiry.
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- Journal of Elementary Science Education, 2009, v. 21, n. 1, p. 51, doi. 10.1007/BF03174715
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Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms.
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- Journal of Elementary Science Education, 2009, v. 21, n. 1, p. 1, doi. 10.1007/BF03174712
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An Evaluation of Elementary School Science Kits in Terms of Classroom Environment and Student Attitudes.
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- Journal of Elementary Science Education, 2008, v. 20, n. 4, p. 29, doi. 10.1007/BF03173675
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What Can Developmental Theory Contribute to Elementary Science Instruction?
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- Journal of Elementary Science Education, 2008, v. 20, n. 4, p. 1, doi. 10.1007/BF03173673
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Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction Versus Direct Instruction.
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- Journal of Elementary Science Education, 2008, v. 20, n. 2, p. 23, doi. 10.1007/BF03173668
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Elementary Preservice Teachers' Use of Science Notebooks.
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- Journal of Elementary Science Education, 2008, v. 20, n. 2, p. 13, doi. 10.1007/BF03173667
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A Study of Common Beliefs and Misconceptions in Physical Science.
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- Journal of Elementary Science Education, 2008, v. 20, n. 2, p. 1, doi. 10.1007/BF03173666
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Relationships Among Learner Characteristics and Preservice Elementary Teachers' Views of Nature of Science.
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- Journal of Elementary Science Education, 2008, v. 20, n. 1, p. 45, doi. 10.1007/BF03174702
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The Use of Specialized Laboratory Facilities for Science in Elementary Schools: A Call for Research.
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- Journal of Elementary Science Education, 2007, v. 19, n. 2, p. 59, doi. 10.1007/BF03173663
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Using Science Kits to Construct Content Understandings in Elementary Schools.
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- Journal of Elementary Science Education, 2006, v. 18, n. 1, p. 43, doi. 10.1007/BF03170653
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Children's Ideas About Animal Adaptations: An Action Research Project.
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- Journal of Elementary Science Education, 2006, v. 18, n. 1, p. 33, doi. 10.1007/BF03170652
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Preservice Teachers' Reflections on Their Growth in an Inquiry-Oriented Science Pedagogy Course.
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- Journal of Elementary Science Education, 2005, v. 17, n. 1, p. 39, doi. 10.1007/BF03174672
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Application of the Guidelines for Effective Elementary Science Teacher Inservice Education.
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- Journal of Elementary Science Education, 2005, v. 17, n. 2, p. 57, doi. 10.1007/BF03174681
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Developing Mental Models About Air Using Inquiry-Based Instruction with Kindergartners.
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- Journal of Elementary Science Education, 2005, v. 17, n. 1, p. 26, doi. 10.1007/BF03174671
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Student Teachers' Use of Learning Theories to Diagnose Children's Learning Difficulties.
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- Journal of Elementary Science Education, 2005, v. 17, n. 1, p. 55, doi. 10.1007/BF03174673
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What Type and Level of Science Content Knowledge of Elementary Education Students Affect Their Ability to Construct an Inquiry-Based Science Lesson?
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- Journal of Elementary Science Education, 2005, v. 17, n. 1, p. 12, doi. 10.1007/BF03174670
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"How Should I Know What Scientists Do?--I Am Just a Kid": Fourth-Grade Students' Conceptions of Nature of Science.
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- Journal of Elementary Science Education, 2005, v. 17, n. 1, p. 1, doi. 10.1007/BF03174669
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Gaa-Noodin-oke (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation.
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- Journal of STEM Education: Innovations & Research, 2014, v. 15, n. 3, p. 5
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Sooner Elementary Engineering and Science - a model for after-school science clubs based on university and K-5 partnership.
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- Journal of STEM Education: Innovations & Research, 2004, v. 5, n. 3/4, p. 47
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An Engineering Primer for Outreach to K-4 Education.
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- Journal of STEM Education: Innovations & Research, 2004, v. 5, n. 3/4, p. 67
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Building Interest in Math and Science for Rural and Underserved Elementary School Children Using Robots.
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- Journal of STEM Education: Innovations & Research, 2004, v. 5, n. 3/4, p. 35
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Elementary Science and Technology Teachers' Views on Problems Encountered in the Instructional Process.
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- Educational Sciences: Theory & Practice, 2012, v. 12, n. 3, p. 2256
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İlköğretim Fen ve Teknoloji Dersi Öğretmenlerinin Öğrenme-Öğretme Sürecinde Yaşadıkları Sorunlar.
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- Educational Sciences: Theory & Practice, 2012, v. 12, n. 3, p. 2237
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Elementary School Students' Perceptions of Science and Scientific Processes: A Qualitative Study.
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- Educational Sciences: Theory & Practice, 2006, v. 6, n. 1, p. 225
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The Views of Prospective Elementary School Teachers on the Use of Portfolio Assessment in Teacher Education.
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- Educational Sciences: Theory & Practice, 2006, v. 6, n. 1, p. 193
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MILKWEED CATERPILLAR.
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- Journal of Education, 1912, v. 76, n. 10, p. 271
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Playful teaching work of school science teachers fundamental in a municipal school in Pernambuco, Brazil.
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- Early Child Development & Care, 2017, v. 187, n. 2, p. 233, doi. 10.1080/03004430.2016.1237565
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UM CURSO DE EDUCAÇÃO AMBIENTAL PARA PROFESSORES DA EDUCAÇÃO BÁSICA E A QUESTÃO DA CONTEXTUALIZAÇÃO DO ENSINO COMO DIRETRIZ METODOLÓGICA.
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- Pesquisa em Educação Ambiental, 2013, v. 8, n. 2, p. 76
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Communicating science through theatre: middle school students' noticings and articulations of 'doing' and 'being' in science after a theatre performance.
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- International Journal of Science Education, Part B: Communication & Public Engagement, 2020, v. 10, n. 2, p. 96, doi. 10.1080/21548455.2020.1719289
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The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy.
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- Educational Technology Research & Development, 2018, v. 66, n. 4, p. 863, doi. 10.1007/s11423-018-9585-y
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Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students' conceptual change and science epistemic beliefs.
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- Educational Technology Research & Development, 2017, v. 65, n. 1, p. 75, doi. 10.1007/s11423-016-9462-5
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Using a semantic diagram to structure a collaborative problem solving process in the classroom.
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- Educational Technology Research & Development, 2016, v. 64, n. 6, p. 1207, doi. 10.1007/s11423-016-9445-6
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Transforming the classrooms: innovative digital game-based learning designs and applications.
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- 2014
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- Publication type:
- Editorial
Redundancy and expertise reversal effects when using educational technology to learn primary school science.
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- Educational Technology Research & Development, 2012, v. 60, n. 1, p. 1, doi. 10.1007/s11423-011-9199-0
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Preparing students for future learning with Teachable Agents.
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- Educational Technology Research & Development, 2010, v. 58, n. 6, p. 649, doi. 10.1007/s11423-010-9154-5
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- Article