Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8- to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the "scientific inquiry cycle" (SIC).…

This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and…

It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how…

The aim of this study is to determine the effect of the group research technique and cooperative reading-writing application technique in the science and technology course in the unit of "what is the Earth's crust made of" on the academic achievement of the students and whether the change observed in the student achievement is permanent…

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…