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Abstract
To bolster science instruction in early childhood and elementary classrooms, teachers can implement practices that focus on big ideas, engage students in science processes, and differentiate instruction.
Online Supplemental Material
To view the figure and table referenced in this article, please visit https://doi.org/10.1080/00228958.2022.2039522.
Additional information
Notes on contributors
Myoungwhon Jung
Myoungwhon Jung is an Associate Professor of Early Childhood Education in the Department of Special and Early Education at Northern Illinois University. His research interests include STEM instruction for young children. Email: [email protected]
Greg Conderman
Greg Conderman is a Professor of Special Education in the Department of Special and Early Education at Northern Illinois University. His research interests include co-teaching and effective instructional methods for inclusion classrooms. Email: [email protected]
Christine Jackson
Christine Jackson has been a teacher for 17 years at Lincoln Elementary school in Bellwood, Illinois. As an instructor, she also has taught preservice teachers a primary curriculum course at Northern Illinois University. Email: [email protected]