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• Foreword
• Contents
• Chapter 1: The Inclusion of Science in Early Childhood Classrooms
• Science and the Early Childhood Years
• Purpose and Rationale
• Organization of Chapters
• Closure
• References
• Chapter 2: Young Children’s Motivation for Learning Science
• Conceptualizing Motivation and Theoretical Frameworks
• Children’s Science Motivation During Preschool and the Early Grades
• Children’s Curiosity and Questions About Science
• Children’s Interest in Science Activities
• Children’s Motivational Beliefs About Learning Science
• Changes in Science Motivation from the Early to Later Grades
• Experiences Shape Children’s Motivation for Learning Science
• Few Opportunities to Engage in Meaningful Science
• Low Disciplinary Integrity of Science Lessons
• Science Is Often Not Recognizable in Science Lessons
• Declines in Science Motivation and Misunderstanding the Nature of Science Are Not Inevitable
• Measuring Young Children’s Science Motivation
• Methodological Approaches
• Methodological Concerns
• Methodological and Theoretical Advancements Needed for Research of Young Children’s Science Mo
• Relevance of Science Motivation Research to Classroom Teaching Practices
• References
• Chapter 3: Young Children’s Ideas About Earth and Space Science Concepts
• Earth Science Concepts
• Rain and Clouds (Mechanism of Rain Fall)
• Wind
• Thunder and Lightning
• Summaries of Children’s Understanding of Earth Science Concepts
• Space Science Concepts
• Shape of the Earth
• Day and Night Cycle
• Seasons
• Lunar Concepts
• Summaries of Children’s Understanding of Space Science Concepts
• Directions for Future Research
• References
• Chapter 4: Young Children’s Ideas About Physical Science Concepts
• Reviewing the Research Literature
• Young Children’ Ideas About Matter
• Young Children’ Ideas About Heat and Temperature
• Young Children’ Ideas About Evaporation, Condensation and the Water Cycle
• Young Children’ Ideas About Forces and Motion
• Young Children’ Ideas About Floating and Sinking
• Young Children’ Ideas About Electricity
• Young Children’ Ideas About Light
• Perspectives and Frameworks Guiding Research
• The Research Methodologies
• Evidence of Effectiveness of Intervention Studies
• Implications for Classroom Practices
• Directions for Future Research
• References
• Chapter 5: Children’s Ideas About Life Science Concepts
• Theoretical Frameworks
• Young Children’s Ideas of Life Science Concepts
• Children’s Conceptions of the Distinction Between Living and Non-living
• Children’s Conceptions of Growth and Development
• Young Children’s Conceptions of Germs and Contagions
• Young Children’s Conceptions of Plants and Animals
• Research Methods Used to Elicit Young Children’s Understandings
• Recommendations for Future Research
• Implications for Teaching
• References
• Chapter 6: Too Little, Too Late: Addressing Nature of Science in Early Childhood Education
• Introduction
• What Is the Nature of Science, and Why Teach It?
• Developmentally Appropriate Nature of Science for Early Childhood Years
• Teaching the Nature of Science in Early Childhood Years
• Teacher Conceptions of Nature of Science
• Promoting Effective Nature of Science Instruction
• Assessing Nature of Science
• Discussion
• Appendix: Questions from VNOS-D and –E
• References
• Chapter 7: Development of Science Process Skills in the Early Childhood Years
• Curiosity: The Desire to Resolve Uncertainty
• Dealing with Uncertainty: Asking Questions
• Investigating Uncertainty: Early Experimentation Skills
• Interpreting and Using Data: Early Evidence Evaluation Skills
• Learning to Do Science
• Discussion and Conclusions
• References
• Chapter 8: The Use of Technology in Teaching Science to Young Children
• Introduction
• Integrating Technology and Scientific Inquiry
• Teaching Science, Technology, and Mathematics
• Technology in Early Childhood Education
• Children’s Use of Technology
• Searching
• Photobook
• Simulation
• Robots
• Microworld
• Tablet PC
• Teachers and Technology
• Conclusion
• References
• Chapter 9: Physical-Knowledge Activities for the Development of Logico-mathematical Knowledge
• Piaget’s Theory and Research
• The Three Kinds of Knowledge Distinguished by Piaget
• Three Examples of Piaget’s Research Related to Early Childhood Science Education
• Piaget’s Ideas About Education
• Other Examples of Physical-Knowledge Activities
• Jenga
• The Balance Game
• Bowling
• The Domino Effect
• Ramps and Pathways
• Principles of Teaching
• Evidence of the Effectiveness of Physical-Knowledge Activities
• References
• Chapter 10: Science and Literacy: Considering the Role of Texts in Early Childhood Science Educa
• The Challenges of Science Texts
• Commercially Produced Texts and Trade Books
• Science Textbooks
• Trade Books
• Inquiry Science and Text Integrations
• Science IDEAS (In-Depth Expanded Applications of Science): Textbooks, Trade Books, Leveled Books
• GIsML (Guided Inquiry Supporting Multiple Literacies): The Notebook Text
• Science Start! Science Related Trade Books/Child-Produced Reports
• ISLE (Integrated Science-Literacy Enactments): Science Information Books/Child Produced Information
• SLP (Science Literacy Project): Science Information Trade Books/Children’s Science Notebooks
• Seeds of Science/Roots of Reading (SSRR): Researched, Inquiry-Supportive Texts/Writing in Multip
• CALI (Content Area Literacy Instruction): Child by Instruction Interactions
• Discussion and Conclusions
• Methodological Concerns
• Background Knowledge: The Significance of Science Trade Book Read Alouds and Science Little Book
• Promising Practices in Text Integrated Inquiry Science
• References
• Chapter 11: Role of Play in Teaching Science in the Early Childhood Years
• Introduction
• The Modern Play Theories
• The Psychoanalytic Theories of Play
• Freud’s Theory
• Erikson’s Theory
• The Cognitive Theories of Play
• Piaget’s Theory of Play
• Vygotsky’s Theory of Play
• An Overview of the Studies on Play and Cognitive Development
• Learning Through Play
• Science Through Play
• The Research on Play-Based Science Instruction for Young Children
• Inquiry-Based Science Teaching
• Conclusion
• References
• Chapter 12: A Modeling-Based Inquiry Framework for Early Childhood Science Learning
• Models and Modeling in Science Education Reform
• A Modeling-Based Inquiry Framework for Early Childhood Science Learning
• Modeling-Based Inquiry with Young Children
• Our Framework for Implementing Modeling-Based Inquiry
• Examples from Science Classroom Discourse
• Articulating a Model as a Context for Inquiry
• Identifying Relevant Evidence
• Using Inscriptional Tools to Support Inquiry
• Collecting and Interpreting Evidence
• Discussion and Implications
• Implications for Classroom Practice
• Implications for Future Research
• References
• Chapter 13: Connecting Young Children with the Natural World: Past, Present and Future Landscapes
• Connecting Young Children with the Natural World: Past, Present and Future Landscapes
• Children and Nature: The Historical Landscape
• Moving from a Historical Perspective to the Current Context of Children and Nature Within Ear
• Engaging Young Children with Nature: Trends in the Twenty-­First Century Landscape
• Looking to the Future: Teaching Children to Value Nature
• References
• Chapter 14: Teaching Science to Young Children with Special Needs
• Students with Special Needs and Science Education Legislation
• Evidence-Based Science Education
• Literature on Science Instruction
• Purpose
• Method
• Results
• Participants
• Setting and Instructional Arrangement
• Research Design
• Dependent Variables
• Independent Variables
• Effects
• Discussion
• Implications for Practice
• Inquiry Based Science Instruction
• Explicit Instruction
• Peer-Mediated Instruction
• Shared Reading
• Graphic Organizers
• Technology
• Limitations and Future Research
• Conclusion
• References
• Chapter 15: Science Education for Young Emergent Bilinguals
• Introduction
• Terminology
• Theoretical Frameworks and Methodologies
• Contexts of Science Education for Young Emergent Bilinguals
• Review of the Research
• Curriculum Development
• Teacher Professional Development
• Student Outcomes
• Classroom Interaction
• Implications and Future Directions
• References
• Chapter 16: Assessment in Early Childhood Science Education
• Assessment in Early Childhood Science Education
• A Framework to Guide Assessment in Early Childhood Science
• State Early Learning Standards and Early Childhood Curricula
• The K-12 Conceptual Framework and Next Generation Science Standards
• Summary
• Assessing Young Children’s Science Competence
• Summative Assessment
• Assessing Related Constructs
• Curriculum Specific Assessments
• Achievement Tests
• Broad Based Adaptive Assessments of Science Competence
• Performance Based Measures
• Summary
• Screening and Formative Assessment
• Galileo System for the Electronic Management of Learning
• C-PALLS+
• Summary
• Assessing Teachers
• Pedagogical Knowledge
• Science Teacher Performance Tasks
• Pedagogical Content Knowledge Interview
• Summary
• Teaching Practices
• Science Fidelity of Implementation Measure
• Summary
• Attitudes and Beliefs Towards Science Teaching
• Preschool Teacher Attitudes and Beliefs Toward Science Teaching Questionnaire
• Assessing Classrooms
• Availability of Science Materials and Time Spend in Science Activities
• Science Observational Scales
• Science Teaching and Environment Rating Scale
• Preschool Rating Instrument for Science and Mathematics
• Conclusions
• References
• Index