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Yi-Chun Chen, Hsin-Kai Wu & Ching-Ting Hsin. (2022) A systematic review of assessments for young children’s scientific and engineering practices. Research in Science & Technological Education 0:0, pages 1-20.
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Yi-Chun Chen, Hsin-Kai Wu & Ching-Ting Hsin. (2022) Science teaching in kindergartens: factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching. International Journal of Science Education 44:7, pages 1045-1066.
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Elisa Oppermann, Theresia Hummel & Yvonne Anders. (2021) Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science. Early Child Development and Care 191:5, pages 800-814.
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Julia Barenthien, Elisa Oppermann, Yvonne Anders & Mirjam Steffensky. (2020) Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?. International Journal of Science Education 42:5, pages 744-763.
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Hope K. Gerde, Steven J. Pierce, Kyungsook Lee & Laurie A. Van Egeren. (2018) Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom. Early Education and Development 29:1, pages 70-90.
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Elif Öztürk Yılmaztekin & Feyza Tantekin Erden. (2017) Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings. Early Child Development and Care 187:7, pages 1194-1207.
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Eva Lloyd, Casey Edmonds, Celony Downs, Rebecca Crutchley & Fran Paffard. (2017) Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre. Early Child Development and Care 187:2, pages 244-260.
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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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Articles from other publishers (14)
Tine Nielsen, Linda Ahrenkiel, Morten Rask Petersen & Maiken Pontoppidan. (2023) The PSECEC study: Protocol for a randomized controlled study of professional development in science for early childhood education and care staff. International Journal of Educational Research Open 5, pages 100268.
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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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Ayala Raviv & Iris Galili. (2023) Preschool Teachers’ Attitudes Towards the Implementation of Science and Technology Studies in Preschool. Early Childhood Education Journal.
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Sharon Law-Davis. (2023) Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools. Religions 14:2, pages 198.
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Faisal & Sonya N. Martin. (2022) Exploring Indonesian Biology Teachers’ Perceptions and Attitudes Towards Socio-Scientific Issues-Based Instruction. Asia-Pacific Science Education 8:1, pages 256-291.
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Ali Yigit Kutluca & Nilay Mercan. (2022) Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching. European Journal of Science and Mathematics Education 10:2, pages 170-192.
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Elena Bravo, Emilio Costillo, José L. Bravo, Vicente Mellado & María del C. Conde. (2021) Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage. Science Education 106:1, pages 172-198.
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Sinan POLAT, Raşit ZENGİN & Filiz ELMALI. (2021) Okul Öncesi Öğretmenlerinin Sınıf İçi Fen Uygulamalarına Yönelik Tutumu Ve Uygulama Analizi. Turkish Journal of Educational Studies 8:1, pages 47-67.
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Berrin AKMAN, Erhan ALABAY, Mefharet ÇELİK, Pınar AKSOY & Prof. Dr. Selahattin GELBAL. (2020) A Study to Adapt the Trust and Orientation of Science to Turkish Culture. Journal of Education in Science, Environment and Health.
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Ezgi AKŞİN YAVUZ & Emine AHMETOĞLU. (2019) Okul Öncesinde Fen Öğretimi, Bilim ve TeknolojiTeaching Science in Preschool, Science and Technology. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20:3, pages 770-783.
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Pey-Tee Oon, Bi Ying Hu & Bing Wei. (2019) Early childhood educators’ attitudes toward science teaching in Chinese schools. Australasian Journal of Early Childhood 44:4, pages 423-435.
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Elisa Oppermann, Martin Brunner & Yvonne Anders. (2019) The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences 70, pages 86-99.
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M. P. Jiménez-Tejada, M. C. Romero-López, M. Almagro-Fernández Agnès, F. González-García & J.M. Vílchez-González. (2016) Spanish teaching students’ attitudes towards teaching science at the pre-school level. SHS Web of Conferences 26, pages 01103.
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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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