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International Journal of Science Education Volume 42, 2020 - Issue 7
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Articles

Longitudinal impact of early childhood science instruction on 5th grade science achievement

Joan N. Kaderaveka College of Education, The University of Toledo, Toledo, OH, USAView further author information
,
Peter Paprzyckia College of Education, The University of Toledo, Toledo, OH, USA;b Mississippi Center for Clinical and Translational Research, Hattiesburg, MS, USAView further author information
,
Charlene M. Czerniakc College of Engineering, The University of Toledo, Toledo, OH, USACorrespondence[email protected]
View further author information
,
Susanna Hapgooda College of Education, The University of Toledo, Toledo, OH, USAView further author information
,
Gale Mentzerd Acumen, LLC, Toledo, OH, USAView further author information
,
Scott Molitorc College of Engineering, The University of Toledo, Toledo, OH, USAORCID Iconhttps://orcid.org/0000-0001-8476-9658View further author information
ORCID Icon &
Robert Mendenhalle Toledo Public Schools, Toledo, OH, USAView further author information
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Pages 1124-1143 | Received 19 Mar 2019, Accepted 28 Mar 2020, Published online: 12 May 2020

Citations (9)

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Read on this site (2)

Natalie L. Bohlmann & Natalia Palacios. (2023) Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement. Early Education and Development 0:0, pages 1-22.
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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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Articles from other publishers (7)

Afizal Abd Ghani, Roslinda Rosli, Zanaton Iksan, Lilia Halim, Kamisah Osman, Siti Mistima Maat, Siti Nur Diyana Mahmud, Muhammad Sofwan Mahmud, Azmin Shah Rambely & Ah Nam Lay. (2023) STEM professional development programs for science and mathematics primary school teachers: A systematic literature review. European Journal of Science and Mathematics Education 11:4, pages 738-753.
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Sunita Singh. (2022) Engaging Young Children with Science Concepts in a Community-Based Book Distribution and Animal-Themed Literacy Intervention Program. Early Childhood Education Journal 51:6, pages 1079-1089.
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Tricia A. Zucker, Gloria Yeomans Maldonado, Michael Assel, Cheryl McCallum, Cindy Elias, John M. Swint & Lincy Lal. (2022) Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty. Frontiers in Psychology 13.
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Shiyi Chen & Benjamin A. McDunn. (2022) Metacognition: History, measurements, and the role in early childhood development and education. Learning and Motivation 78, pages 101786.
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Victoria J. VanUitert, Lindsay M. Carlisle, Rachel Kunemund & Michael J. Kennedy. 2022. Technology-Supported Interventions for Students With Special Needs in the 21st Century. Technology-Supported Interventions for Students With Special Needs in the 21st Century 97 118 .
Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2021) Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld. Teaching and Teacher Education 106, pages 103455.
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Ching Sing Chai, Pei-Yi Lin, Ronnel B. King & Morris Siu-Yung Jong. (2021) Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology 12.
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