Citations (38)
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Read on this site (15)
Miriam Leuchter, Henrik Saalbach, Ueli Studhalter & Annette Tettenborn. (2020) Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education 42:12, pages 1941-1967.
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Zeynep Isik-Ercan. (2020) ‘You have 25 kids playing around!’: learning to implement inquiry-based science learning in an urban second-grade classroom. International Journal of Science Education 42:3, pages 329-349.
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Jenny Martin. (2020) Researching Teacher Agency in Elementary School Science using Positioning Theory and Grammar of Agency. Journal of Science Teacher Education 31:1, pages 94-113.
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Karen McNerney, Danielle Carritt, Heather Dealey & Gemma Ladbury. (2020) Using a scientific enquiry framework, focusing on questions, to promote enquiry skills in early childhood. Early Child Development and Care 190:1, pages 30-42.
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Melina Furman, Mariana Luzuriaga, Inés Taylor, María Eugenia Podestá & Diana Jarvis. (2019) From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science. Early Years 39:4, pages 408-425.
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Julia Barenthien, Elisa Oppermann, Mirjam Steffensky & Yvonne Anders. (2019) Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal 27:5, pages 587-600.
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Melina Furman, Mariana Luzuriaga, Inés Taylor, Diana Jarvis, Enzo Dominguez Prost & María Eugenia Podestá. (2019) The use of questions in early years science: a case study in Argentine preschools. International Journal of Early Years Education 27:3, pages 271-286.
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Christine N. Lippard, Kristina Tank, Melissa C. Walter, Jackie Krogh & Karen Colbert. (2018) Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program. Journal of Early Childhood Teacher Education 39:3, pages 193-212.
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Debbie Dailey & Ann Robinson. (2017) Improving and Sustaining Elementary Teachers’ Science Teaching Perceptions and Process Skills: A Postintervention Study. Journal of Science Teacher Education 28:2, pages 169-185.
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Karen McNerney & Nichola Hall. (2017) Developing a framework of scientific enquiry in early childhood: an action research project to support staff development and improve science teaching. Early Child Development and Care 187:2, pages 206-220.
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Refika Olgan. (2015) Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care 185:6, pages 926-942.
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Ying Guo, Shayne B. Piasta & Ryan P. Bowles. (2015) Exploring Preschool Children's Science Content Knowledge. Early Education and Development 26:1, pages 125-146.
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Mesut Saçkes. (2014) How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal 22:2, pages 169-184.
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Maria Kallery. (2011) Astronomical Concepts and Events Awareness for Young Children. International Journal of Science Education 33:3, pages 341-369.
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Maria Kallery, Dimitris Psillos & Vassilis Tselfes. (2009) Typical Didactical Activities in the Greek Early‐Years Science Classroom: Do they promote science learning?. International Journal of Science Education 31:9, pages 1187-1204.
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Articles from other publishers (23)
Ahmet Erol & Merve Canbeldek Erol. (2023) The Relationship Between Attitude Towards STEM Education, Self-Efficacy in STEM Education, and Constructivist Beliefs of Early Childhood Teachers. Journal for STEM Education Research.
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Zülfikar GÜVENİR. (2023) Okul öncesi dönemde yaratıcılığı geliştiren fen etkinliklerine okul öncesi öğretmenlerinin bakış açısı ve yaratıcılık terimiPreschool teachers' perspectives on science activities that improve creativity in preschool period and creativity term. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 26:49, pages 61-83.
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Wai Man Vivienne Leung. (2023) STEM Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies. Education Sciences 13:5, pages 490.
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Aikaterini Draganoudi, George Kaliampos, Konstantinos Lavidas & Konstantinos Ravanis. (2023) Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences. South African Journal of Education 43:1, pages 1-16.
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Gökşen ÜÇÜNCÜ, Ferhat KARAKAYA, Mehmet YILMAZ & Ayşe GİRENGİR. (2022) Example of thematic learning in early childhood science education: seed. Journal for the Education of Gifted Young Scientists 10:3, pages 399-409.
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Anastasios Zoupidis, Vasilis Tselfes, Penelope Papadopoulou & Petros Kariotoglou. (2022) Study of Kindergarten Teachers’ Intentions to Choose Content and Teaching Method for Teaching Science. Education Sciences 12:3, pages 198.
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Hilal KARAMAN EFLATUN & Ayşenur KULOĞLU. (2021) Okul Öncesi Öğretmenlerinin Fen Öğretimine Yönelik Tutumları ile Fen ve Doğa Etkinliklerine Yönelik Görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22:3, pages 2078-2095.
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Nagihan TANIK ÖNAL & Esra KIZILAY. (2021) Okul Öncesi Öğretmenlerinin Perspektifinden Erken Çocukluk Döneminde Fen Kavramları Nasıl Sunulmalıdır?. Araştırma ve Deneyim Dergisi 6:2, pages 157-168.
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Erdinc Ocal, Abdulhamit Karademir*Ozkan Saatcioglu & Beyza Demirel. (2021) Preschool Teachers’ Preparation Programs: The Use of Puppetry for Early Childhood Science Education. International Journal of Educational Methodology 7:2, pages 305-318.
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Vanes Mešić, Edvin Škaljo, Boce Mitrevski, Ljubiša Nešić, Senad Hatibović & Mevludin Maličević. (2021) Seeking missing pieces in learning about single slit diffraction: results from a teacher survey. Physics Education 56:3, pages 035024.
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Vasilis Grammatikopoulos, Nikolaos Tsigilis & Athanasios Gregoriadis. (2019) Assessing the Science Learning Assessment (SLA) Instrument in Greek Early Childhood Education Using the Item Response Theory Framework. Frontiers in Education 4.
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Ahmet SİMSAR & Yakup DOĞAN. (2019) Okul Öncesi Öğretmenlerinin Fen Eğitimi Süreçleri Üzerine Görüşlerinin İncelenmesi. e-Kafkas Eğitim Araştırmaları Dergisi.
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Deborah Rosenfeld, Ximena Dominguez, Carlin Llorente, Shelley Pasnik, Savitha Moorthy, Naomi Hupert, Sarah Gerard & Regan Vidiksis. (2019) A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention. Early Childhood Research Quarterly 49, pages 241-253.
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Faiza M. Jamil, Sandra M. Linder & Dolores A. Stegelin. (2017) Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal 46:4, pages 409-417.
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Maria Kallery. (2017) Early-Years Teachers’ Professional Upgrading in Science: a Long-Term Programme. Research in Science Education 48:2, pages 437-464.
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Nihan AKYOL & Kader BİRİNCİ KONUR. (2018) Okul Öncesi Dönemde Fen Eğitiminin Uygulanabilirliğine Yönelik Öğretmen ve Yönetici Görüşlerinin İncelenmesiThe Examination of Preschool Teachers’ and School Managers’ Views on The Applicability of Pre-School Science Education. Kastamonu Eğitim Dergisi 26:2, pages 547-557.
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Yakup DOĞAN, Vakkas YALÇIN & Ahmet SİMSAR. (2017) Okul Öncesi Sınıflarındaki Fen Merkezleri Ve Kullanım Durumlarının İncelenmesi-Kilis Örneği. Sosyal Bilimler Dergisi 7:14, pages 147-164.
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Sulaiman Al-Balushi & Abdullah Ambusaidi. 2017. Drawing for Science Education. Drawing for Science Education
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Debbie Dailey & Ann Robinson. (2016) Elementary Teachers: Concerns About Implementing a Science Program. School Science and Mathematics 116:3, pages 139-147.
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Michelle F. Maier, Daryl B. Greenfield & Rebecca J. Bulotsky-Shearer. (2013) Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire. Early Childhood Research Quarterly 28:2, pages 366-378.
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Paraskevi Kavalari, Domna–Mika Kakana & Vasilia Christidou. (2012) Contemporary Teaching Methods and Science Content Knowledge in Preschool Education: Searching for Connections. Procedia - Social and Behavioral Sciences 46, pages 3649-3654.
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Gillian H. Roehrig, Mia Dubosarsky, Annie Mason, Stephan Carlson & Barbara Murphy. (2011) We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers’ Inquiry-Based and Culturally-Relevant Science Teaching Practices. Journal of Science Education and Technology 20:5, pages 566-578.
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Mesut Saçkes, Kathy Cabe Trundle, Randy L. Bell & Ann A. O'Connell. (2011) The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching 48:2, pages 217-235.
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