SCIENCE:

 

Reading 1:

 
3.2 Exploring science in early childhood: a developmental approach (Book)
Lind, K. K. (2005). Exploring science in early childhood: a developmental approach (4th ed., pp. 278-289). Clifton Park, New York: Thomson Delmar Learning.

Teachers college student’s conceptions about evaporation, condensation, and boiling (Journal).

Chang, J. (1999). Teachers college student’s conceptions about evaporation, condensation, and boiling, Science Education, 83, 511-526. Retrieved from Wiley Online Library database.

 

Inquiry and investigation in primary science (Book).

Hackling, M. W. (2007). Inquiry and investigation in primary science. In V. Dawson, & G. Venville (Eds.), The art of teaching primary science (pp. 127-148). Crows Nest, NSW: Allen and Unwin.

Introducing molecular visualization to primary schools in California: the STArt! teaching science through art program (Journal)

Halpine, S. M. (2004). Introducing molecular visualization to primary schools in California: the STArt! teaching science through art program, Journal of Chemical Education, 81, 1431-1436.

 

Children’s understanding of substances, part 1: recognizing chemical change (Journal)

Johnson, P. (2000). Children’s understanding of substances, part 1: recognizing chemical change, International Journal of Science Education, 22, 719-737. Retrieved from Academic Search Complete database.

 

Children’s understanding of substances, part 2: explaining chemical change (Journal)

Johnson, P. (2002). Children’s understanding of substances, part 2: explaining chemical change, International Journal of Science Education, 24, 1037-1054. Retrieved from Academic Search Complete database.

 

Rethinking the introduction of particle theory: a substance based framework (Journal)

Johnson, P., & Papageorgiou, G. (2010). Rethinking the introduction of particle theory: a substance based framework, Journal of Research in Science Teaching: the Official Journal of the National Association for Research in Science Teaching, 47, 130-150. Retrieved from Wiley Online Library database.

 

Survey of research related to the development of the concept of ‘matter’ (Journal)
Krnel, D., Watson, R., & Glazar, S. A. (1998). Survey of research related to the development of the concept of ‘matter’, International Journal of Science Education, 20, 257-289.

 

The development of the concept of ‘matter’: a cross-age study of how children describe materials (Journal)
Krnel, D., Watson, R., & Glazar, S. A. (2005). The development of the concept of ‘matter’: a cross-age study of how children describe materials, International Journal of Science Education, 27, 367-383. Retrieved from Academic Search Complete database.

 

Progression in children’s understanding of the matter concept from elementary to high school (Journal)
Liu, X., & Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school, Journal of Research in Science Teaching: the Official Journal of the National Association for Research in Science Teaching, 43, 320-347. Retrieved from Wiley Online Library database.

 

Should we teach primary pupils about chemical change? (Journal)
Papageorgiou, G., Grammaticopoulou, M., & Johnson, P. M. (2010). Should we teach primary pupils about chemical change?, International Journal of Science Education, 32, 1647-1664. Retrieved from Academic Search Complete database.

 

Multiple representation in learning about evaporation (Journal)
Prain, V., Tytler, R., & Peterson, S. (2009). Multiple representation in learning about evaporation, International Journal of Science Education, 31, 787-808. Retrieved from Academic Search Complete database.

 

Progression in primary school children’s conceptions of burning: toward an understanding of the concept of substance (Journal)
Rahayu, S., & Tytler, R. (1999). Progression in primary school children’s conceptions of burning: toward an understanding of the concept of substance, Research in Science Education, 29, 295-312. Retrieved from A+ Education database.

 

Is it natural or processed?: elementary school teachers and conceptions about materials (Journal)
Schibeci, R. A., & Hickey, R. (2000). Is it natural or processed?: elementary school teachers and conceptions about materials, Journal of Research in Science Teaching: the Official Journal of the National Association for Research in Science Teaching, 37, 1154-1170. Retrieved from Wiley Online Library database.

 

Atoms and molecules in primary science: what are teachers to do? (Journal)
Skamp, K. (2009). Atoms and molecules in primary science: what are teachers to do?, Australian Journal of Education in Chemistry, 5-10. Retrieved from A+ Education database.

 

Materials (Book)
Skamp, K. (Ed.). (2007). Teaching primary science constructively (3rd ed., pp. 259-260,262-265,275-276). South Melbourne, Vic.: Thomson Learning Australia.

 

A comparsion of year 1 and year 6 student’s conceptions of evaporation and condensation: dimensions of conceptual progression (Journal)
Tytler, R. (2000). A comparsion of year 1 and year 6 student’s conceptions of evaporation and condensation: dimensions of conceptual progression, International Journal of Science Education, 22, 447-467. Retrieved from Academic Search Complete database.

 

School innovation in science: improving science teaching and learning in Australian schools (Journal)
Tytler, R. (2009). School innovation in science: improving science teaching and learning in Australian schools, International Journal of Science Education, 31, 1777-1809. Retrieved from Academic Search Complete database.

 

Deconstructing learning in science – young children’s responses to a classroom sequence on evaporation (Journal)
Tytler, R., & Peterson, S. (2000). Deconstructing learning in science – young children’s responses to a classroom sequence on evaporation, Research in Science Education, 30, 339-355. Retrieved from A+ Education database.

 

A framework for re-thinking learning in science from recent cognitive science perspectives (Journal)
Tytler, R., & Prain, V. (2010). A framework for re-thinking learning in science from recent cognitive science perspectives, International Journal of Science Education, 32, 2055-2078. Retrieved from Academic Search Complete database.

 

Exploring the role of intertextuality in concept construction: urban second graders make sense of evaporation, boiling, and condensation (Journal)
Varelas, M., Pappas, C. C., & Rife, A. (2006). Exploring the role of intertextuality in concept construction: urban second graders make sense of evaporation, boiling, and condensation, Journal of Research in Science Teaching: the Official Journal of the National Association for Research in Science Teaching, 43, 637-666. Retrieved from Wiley Online Library database.

 

Learning and teaching about matter in grades K-8: when should the atomic-molecular theory be introduced? (Book)
Wiser, M., & Smith, C. L. (2008). Learning and teaching about matter in grades K-8: when should the atomic-molecular theory be introduced?. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 205-239). New York, NY: Routledge.

 

Learning progressions as tools for curriculum development: lessons from the inquiry project: (Conference Paper)
Wiser, M., Smith, C. L., Doubler, S., & Asbell-Clarke, J. (2009). Learning progressions as tools for curriculum development: lessons from the inquiry project. National Science Foundation, Arlington, Virginia.