Citations (78)
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Bi Ying Hu, Lin Guan, Feiwei Ye, Virginia E. Vitiello, Sherron K. Roberts, Yuan Hua Li & Qiong Wu. (2023) Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching. Early Education and Development 34:6, pages 1376-1397.
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Lukas Schmitt, Anke Weber, Dominik Weber & Miriam Leuchter. (2023) First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects. Early Education and Development 0:0, pages 1-23.
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Simone Dunekacke & Julia Barenthien. (2021) Research in early childhood teacher domain-specific professional knowledge – a systematic review. European Early Childhood Education Research Journal 29:4, pages 633-648.
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Julia Barenthien, Marlit Annalena Lindner, Tobias Ziegler & Mirjam Steffensky. (2020) Exploring preschool teachers’ science-specific knowledge. Early Years 40:3, pages 335-350.
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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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Sergio A. González, Rossana Godoy & Paulina Veas. (2020) Science and Technology Congress for Preschoolers as a strategy for the initiation of science. Early Child Development and Care 190:4, pages 594-614.
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Geerdina van der Aalsvoort, Symen van der Zee & Tjarda de Wit. (2020) Improving science skills by practicing geometry and measurement in Kindergarten. Early Child Development and Care 190:4, pages 537-548.
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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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Pernilla Nilsson & Annika Elm. (2017) Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes. Journal of Science Teacher Education 28:5, pages 406-424.
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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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Terry Russell & Linda McGuigan. (2017) An updated perspective on emergent science. Early Child Development and Care 187:2, pages 284-297.
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Mindy Kalchman & Richard H. Kozoll. (2017) Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration. Action in Teacher Education 39:1, pages 10-21.
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Mindy Kalchman & Richard Kozoll. (2016) Dis-integrating mathematics and science in early childhood methods courses: Encouraging discrete content-area proficiency. Journal of Early Childhood Teacher Education 37:1, pages 61-75.
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Thomas McCloughlin, Maria Kallery & Dimitris Psillos. (2015) The Coconstruction of Scientific and Nonscientific Belief Systems in Educators. Cybernetics and Systems 46:6-7, pages 543-553.
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Pernilla Nilsson. (2015) Catching the moments – coteaching to stimulate science in the preschool context. Asia-Pacific Journal of Teacher Education 43:4, pages 296-308.
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Maria Kallery. (2015) Science in early years education: introducing floating and sinking as a property of matter. International Journal of Early Years Education 23:1, pages 31-53.
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Mesut Saçkes & Kathy Cabe Trundle. (2014) Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model. Journal of Science Teacher Education 25:4, pages 413-444.
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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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Susanne Westman & Ulrika Bergmark. (2014) A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies. International Journal of Early Years Education 22:1, pages 73-88.
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FeyzaT. Erden & Sema Sönmez. (2011) Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching. International Journal of Science Education 33:8, pages 1149-1168.
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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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Maria Kallery
. (2004) Early years teachers' late concerns and perceived needs in science: an exploratory study. European Journal of Teacher Education 27:2, pages 147-165.
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Maria Kallery & Dimitris Psillos. (2002) What happens in the early years science classroom?. European Early Childhood Education Research Journal 10:2, pages 49-61.
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Maria Kallery. (2001) Early-years Educators' Attitudes to Science and Pseudo-science: The case of astronomy and astrology. European Journal of Teacher Education 24:3, pages 329-342.
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Articles from other publishers (50)
Lukas Schmitt, Anke Weber, Laura Venitz & Miriam Leuchter. (2023) Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. British Journal of Educational Psychology 93:4, pages 1034-1052.
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Sandra Câmara Olim, Valentina Nisi & Teresa Romão. (2023) Periodic fable discovery: an augmented reality serious game to introduce and motivate young children towards chemistry. Multimedia Tools and Applications.
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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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Pınar GÜRLER AĞAÇKIRAN & Durmuş ASLAN. (2023) OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖZ-YETERLİLİK İNANÇLARININ YANSIMALARI: FEN EĞİTİMİNDE DENEYLERPreschool Teachers’ Views and Practices Regarding the Experiment Method. Trakya Eğitim Dergisi 13:2, pages 1402-1420.
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Sara Raven & Julianne A. Wenner. (2022) Science at the center: Meaningful science learning in a preschool classroom. Journal of Research in Science Teaching 60:3, pages 484-514.
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Konstantinos T. Kotsis & Dimitris Panagou. (2023) Self-concept of Greek primary school teachers and their conceptions of force and weight among their years of service. International Journal of Professional Development, Learners and Learning 5:1, pages ep2301.
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Bi Ying Hu, Lin Guan, Yuanhua Li, Sherron Killingsworth Roberts & Xiaomei Zhang. (2021) Feedback Matters: Examining the Use of Feedback Strategies by Chinese Preschool Teachers in Science Lessons. Early Childhood Education Journal 50:8, pages 1355-1371.
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Lina Hellberg, Susanne Thulin & Andreas Redfors. (2022) Förskollärares tal om fysik i förskolan. Educare:4, pages 1-26.
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Erin E. Hamel. (2021) Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices. Journal of Childhood, Education & Society 2:3, pages 267-286.
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Tuğba ECEVİT, Esra SARIOĞLU & Esra BUNSUZ. (2021) Bilim Çocuk Dergisi ’‘Evde Bilim’’ Köşesi Etkinliklerinin Fen Bilimleri Alanına Özgü Beceriler Yönünden İncelenmesi. Cumhuriyet International Journal of Education.
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Angelos Sofianidis & Maria Kallery. (2021) An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers. Education Sciences 11:10, pages 583.
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Melek Merve Yılmaz & Ayperi Dikici Sığırtmaç. (2021) Okul öncesi bilim eğitimine özgü pedagojik alan bilgisi: Öğretmenlerin mesleki gelişimi için bir model önerisi. Erken Çocukluk Çalışmaları Dergisi 5:2, pages 622-648.
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Julia Bruns, Hedwig Gasteiger & Carolin Strahl. (2021) Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review. Review of Education 9:2, pages 500-538.
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Ebru EZBERCİ ÇEVİK & Nagihan TANIK ÖNAL. (2021) Thematic Review of Studies about Preschool Astronomy Education in Turkey1Türkiye’de Okul Öncesi Astronomi Eğitimine İlişkin Yapılan Çalışmaların Tematik İncelenmesi. Kastamonu Eğitim Dergisi 29:2, pages 362-377.
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José L. Godínez Castellanos, Aliz León, Christopher L. Reed, Jonathan Y. Lo, Patricia Ayson, Joseph Garfield, Michelle Alva, Miriam Ureño Moreno, Michael D. Drake, Michele Gordon, Shane Phillips & Elvin A. Alemán. (2021) Chemistry in Our Community: Strategies and Logistics Implemented to Provide Hands-On Activities to K–12 Students, Teachers, and Families. Journal of Chemical Education 98:4, pages 1266-1274.
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Kabita Bose & Kerstin Bäckman. (2020) Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden. South African Journal of Childhood Education 10:1.
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Rachel A. Larimore. (2020) Preschool Science Education: A Vision for the Future. Early Childhood Education Journal 48:6, pages 703-714.
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Michael Hast. (2020) Children’s Understanding of the Rainbow: A Trajectory of Conceptual Development across Middle Childhood. Eurasia Journal of Mathematics, Science and Technology Education 16:6, pages em1859.
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Reem Mohammed, Shannon Kennedy-Clark & Peter Reimann. (2019) Using immersive and modelling environments to build scientific capacity in primary preservice teacher education. Journal of Computers in Education 6:4, pages 451-481.
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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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Duygu BİNGÖL & Merve ÜNAL. (2019) MEB Okul Öncesi Fen Etkinliklerinin Bilimsel Süreç Becerileri Açısından İncelenmesiThe Investigation of MONE Pre-school Science Activities According to the Scientific Processing Skills. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21:2, pages 158-177.
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Sari Havu-Nuutinen, Anttoni Kervinen, Anna Uitto, Aulikki Laine, Anniina Koliseva, Lassi Pyykkö, Pentti Impiö & Tiina Aittola. (2019) PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL. Journal of Baltic Science Education 18:4, pages 583-594.
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Sevinç ÖLÇER & F. Abide GÜNGÖR AYTAR. (2019) BEŞ YAŞ ÇOCUKLARINA UYGULANAN FEN EĞİTİM PROGRAMININ FEN ÖĞRENİMİ VE BAKIŞ AÇISI ALMA BECERİLERİ ÜZERİNDEKİ ETKİLİLİĞİNİN DEĞERLENDİRİLMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 19:2, pages 621-640.
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María Morel, Nicolás Peruzzo, Alejandro Rodriguez Juele & Vanesa Amarelle. (2019) Comics as an Educational Resource To Teach Microbiology in the Classroom. Journal of Microbiology & Biology Education 20:1.
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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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Astrid Menninga, Marijn van Dijk, Henderien Steenbeek & Paul van Geert. (2017) Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students. Language Learning 67:2, pages 284-320.
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Hatice GÜNGÖR SEYHAN. (2015) The Importance of Using Analogy in Pre-school Education for Science Instruction and Examples for Analogy. Cumhuriyet International Journal of Education 4:2, pages 15-28.
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Carla Morais. (2014) Storytelling with Chemistry and Related Hands-On Activities: Informal Learning Experiences To Prevent “Chemophobia” and Promote Young Children’s Scientific Literacy. Journal of Chemical Education 92:1, pages 58-65.
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Mesut Saçkes. (2014) Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly 29:2, pages 132-143.
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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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