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International Journal of Science Education Volume 42, 2020 - Issue 12
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Articles

The development of early scientific literacy gaps in kindergarten children

Jana KählerLeibniz Institute for Science and Mathematics Education, Kiel, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2694-4531
ORCID Icon,
Inga HahnLeibniz Institute for Science and Mathematics Education, Kiel, GermanyORCID Iconhttps://orcid.org/0000-0003-4683-4708
ORCID Icon &
Olaf KöllerLeibniz Institute for Science and Mathematics Education, Kiel, GermanyORCID Iconhttps://orcid.org/0000-0001-5652-8101
ORCID Icon
Pages 1988-2007 | Received 14 Apr 2020, Accepted 08 Aug 2020, Published online: 22 Aug 2020

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Cheng Yong Tan. (2022) Direct and indirect influences of familial socioeconomic status on students’ science achievement. Oxford Review of Education 0:0, pages 1-25.
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Articles from other publishers (10)

Cheng Yong Tan, Lin Gao, Xiaoou Hong & Qiongjiang Song. (2023) Socioeconomic status and students' science self‐efficacy. British Educational Research Journal 49:4, pages 782-832.
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Jihye Bae, Margaret Shavlik, Christine E. Shatrowsky, Catherine A. Haden & Amy E. Booth. (2023) Predicting grade school scientific literacy from aspects of the early home science environment. Frontiers in Psychology 14.
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Georgios Stylos, Olga Siarka & Konstantinos T. Kotsis. (2023) Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education 11:2, pages 271-282.
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Glykeria Fragkiadaki, Marilyn Fleer & Prabhat Rai. (2022) Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time. Research in Science Education 53:2, pages 275-294.
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Ching-Ting Hsin & Hsin-Kai Wu. (2022) Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices. Research in Science Education 53:1, pages 37-57.
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Christopher Osterhaus & Susanne Koerber. (2022) The complex associations between scientific reasoning and advanced theory of mind. Child Development 94:1.
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Javier Díez-Palomar, Marta Font Palomar, Adriana Aubert & Carme Garcia-Yeste. (2022) Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children. SAGE Open 12:4, pages 215824402211217.
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Kurtuluş ATLI & Mehmet YILMAZ. (2021) 9. SINIF ÖĞRENCİLERİNİN TEMEL BİLİMSEL OLGULAR ÖLÇEĞİ PUANLARININ BAZI DEMOGRAFİK DEĞİŞKENLERE GÖRE İNCELENMESİANALYSIS OF 9TH GRADE STUDENTS’ BASIC SCIENTIFIC FACTS SCALE SCORES ACCORDING TO SOME DEMOGRAPHIC VARIABLES. Anadolu Öğretmen Dergisi 5:1, pages 59-76.
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Jana Kähler, Inga Hahn & Olaf Köller. (2021) Naturwissenschaftliche Kompetenz in der Grundschule: Effekte von Familienmerkmalen und Klassenkomposition. Zeitschrift für Pädagogische Psychologie, pages 1-15.
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Katharina Junge, Daniel Schmerse, Eva-Maria Lankes, Claus H. Carstensen & Mirjam Steffensky. (2021) How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities. Early Childhood Research Quarterly 56, pages 294-305.
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