Elementary Science Literature Review.

[1]  Hee-Sun Lee,et al.  Technology-Rich Inquiry Science in Urban Classrooms: What are the Barriers to Inquiry Pedagogy? , 2002 .

[2]  E. Riggs.  Toward An Understanding of the Roles of Scientific, Traditional, and Spiritual Knowledge in Our “Demon-Haunted World” , 1998 .

[3]  Empowerment and confidence: Pre‐service teachers learning to teach science through a program of self‐regulated learning , 2005 .

[4]  Benjamin Bell,et al.  Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom , 2001 .

[5]  Patricia M. Rowell,et al.  Elementary Children's Conceptions of Structural Stability: A Three Year Study , 1999 .

[6]  B. Lewthwaite.  "It's more than knowing the science": a case study in elementary science curriculum review , 2005 .

[7]  Enseigner en milieu minoritaire: histoires d'enseignantes oeuvrant dans les écoles fransaskoises , 2002 .

[8]  Bronwen Cowie,et al.  New Zealand Teachers' Experiences in Implementing the Technology Curriculum , 2004 .

[9]  Sarah J. Stein,et al.  Female Students’ Learning in Design and Technology Projects , 2003 .

[10]  Pamela R. Aschbacher,et al.  Fifth Graders' Science Inquiry Abilities: A Comparative Study of Students in Hands-On and Textbook Curricula. , 2006 .

[11]  Cathleen C. Loving,et al.  Defining "Science" in a Multicultural World: Implications for Science Education. , 1998 .

[12]  Noel Enyedy,et al.  Negotiated representational mediators: How young children decide what to include in their science representations , 2007 .

[13]  Elementary Girls' Science Reading at Home and School. , 2006 .

[14]  Neil Taylor,et al.  Promoting conceptual change in pre‐service primary teachers through intensive small group problem‐solving activities , 2005 .

[15]  F. Genesee,et al.  A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction , 1989 .

[16]  Anne J. Gilliland-Swetland,et al.  The Use of Historical Materials in Elementary Science Classrooms. , 2001 .

[17]  R. Bonney,et al.  Developing materials to promote inquiry: Lessons learned , 2005 .

[18]  Time and the Environments of Schooling , 1999 .

[19]  A. Irwin,et al.  Historical case studies: Teaching the nature of science in context , 2000 .

[20]  V. Wilson,et al.  Designing the Best: A Review of Effective Teaching and Learning of Design and Technology , 2003 .

[21]  Alister Jones,et al.  The Development of a National Curriculum in Technology for New Zealand , 2003 .

[22]  K. Nolan.  Casting Shadows in the Science Classroom , 2003 .

[23]  Robert E. Slavin,et al.  Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews , 1986 .

[24]  Cory A. Buxton.  Creating contextually authentic science in a “low‐performing” urban elementary school , 2006 .

[25]  Ronald D. Anderson,et al.  The ideal of Standards and the reality of schools : Needed research , 2001 .

[26]  Emily H. van Zee,et al.  Student and teacher questioning during conversations about science , 2001 .

[27]  G. Venville.  Young Children Learning about Living Things: A Case Study of Conceptual Change from Ontological and Social Perspectives. , 2004 .

[28]  Kelvin J. Pugh.  Newton's Laws beyond the classroom walls , 2004 .

[29]  John Wallace,et al.  Growing the tree of teacher knowledge: Ten years of learning to teach elementary science , 2005 .

[30]  Mary M. Atwater,et al.  Research in urban science education: An essential journey , 2006 .

[31]  N. Law.  Scientific Literacy: Charting the Terrains of a Multifaceted Enterprise , 2002 .

[32]  Kevin D. Finson,et al.  Comparison of perceptions among rural versus nonrural secondary science teachers: A Multistate Survey , 1994 .

[33]  Esa-Matti Järvinen,et al.  The Influences of Socio-cultural Interaction upon Children's Thinking and Actions in Prescribed and Open-Ended Problem Solving Situations (An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools) , 2000 .

[34]  Rodger W. Bybee,et al.  Preparing the 21st century workforce: A new reform in science and technology education , 2006 .

[35]  M. Voyles,et al.  Gender Differences in Attributions and Behavior in a Technology Classroom , 2004 .

[36]  S. Barab,et al.  Building sustainable science curriculum: Acknowledging and accommodating local adaptation , 2003 .

[37]  A. O. Kawagley,et al.  The indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science , 1998 .

[38]  Ying-Tien Wu,et al.  Development of Elementary School Students' Cognitive Structures and Information Processing Strategies Under Long-Term Constructivist- Oriented Science Instruction , 2005 .

[39]  David Hammer,et al.  Learning and Teaching Science as Inquiry: A Case Study of Elementary School Teachers' Investigations of Light. , 2005 .

[40]  Fernando Cajas.  The science/technology interaction: Implications for science literacy , 2001 .

[41]  Hironobu Suzuki,et al.  Providing Weather Satellite Images to a Classroom Using the World Wide Web (WWW) , 2003 .

[42]  R. Slavin.  Best evidence synthesis: an intelligent alternative to meta-analysis. , 1995, Journal of clinical epidemiology.

[43]  The Influence of Primary Children's Ideas in Science on Teaching Practice , 2000 .

[44]  Brenda J. Gustafson,et al.  Characterization of Technology Within an Elementary Science Program , 1999 .

[45]  Sandra M. Guilbert,et al.  Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience , 2002 .

[46]  Laurinda Leite,et al.  Forms of Reasoning Used by Prospective Physical Sciences Teachers When Explaining and Predicting Natural Phenomena: The Case of Air Pressure , 2004 .

[47]  J. Guichard,et al.  Simulations informatiques versus manipulations d'objets pour les apprentissages scientifiques à l'école primaire , 2005 .

[48]  Joseph L. Polman,et al.  Why educate “little scientists?” Examining the potential of practice‐based scientific literacy , 2004 .

[49]  D. Sutherland.  Resiliency and Collateral Learning in Science in Some Students of Cree Ancestry. , 2005 .

[50]  Helen L. Gibson,et al.  Longitudinal impact of an inquiry‐based science program on middle school students' attitudes toward science , 2002 .

[51]  Ian S. Ginns,et al.  Adding Value to the Teaching and Learning of Design and Technology , 2005 .

[52]  Rola Khishfe,et al.  Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science. , 2002 .

[53]  Brenda J. Gustafson,et al.  Elementary Children's Technological Problem Solving: selecting an initial course of action , 1998 .

[54]  Ann E. Rivet,et al.  Exploring the Role of Digital Photography to Enhance Student Inquiry in a Local Ecosystem , 2004 .

[55]  R. C. Laugksch.  Scientific literacy: A conceptual overview , 2000 .

[56]  Ann S. Rosebery,et al.  Appropriating Scientific Discourse: Findings from Language Minority Classrooms. , 1992 .

[57]  Shirley Simon,et al.  Enhancing the quality of argumentation in school science , 2004 .

[58]  Beverley Jane,et al.  ‘Enhancing the Creative Process for Learning in Primary Technology Education’ , 2006 .

[59]  B. Gustafson,et al.  Talk as a tool for thinking: Using professional discourse practices to frame children's design‐technology talk , 2004 .

[60]  B. Woolnough.  Of ‘Knowing Science’ and of ‘Doing Science’: A Reaffirmation of the Tacit and the Affective in Science and Science Education , 2001 .

[61]  Léonard P. Rivard.  Are language‐based activities in science effective for all students, including low achievers? , 2004 .

[62]  G. Aikenhead.  Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students , 2002 .

[63]  Is it natural or processed? Elementary school teachers and conceptions about materials , 2000 .

[64]  Quincy Spurlin.  Making science comprehensible for language minority students , 1995 .

[65]  Mark Windschitl,et al.  Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method , 2004 .

[66]  M. Reiss.  Students’ Attitudes towards Science: A Long-Term Perspective , 2004 .

[67]  Brent Mawson,et al.  Beyond `The Design Process': An Alternative Pedagogy for Technology Education , 2003 .

[68]  Teresa Crawford,et al.  What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science , 2005 .

[69]  Norman G. Lederman,et al.  Science teachers' diagnosis and understanding of students' preconceptions , 2003 .

[70]  M. G. Jones,et al.  Gender differences in students' experiences, interests, and attitudes toward science and scientists , 2000 .

[71]  Okhee Lee,et al.  Improving science inquiry with elementary students of diverse backgrounds , 2005 .

[72]  L. Rivard,et al.  A review of writing to learn in science: Implications for practice and research , 1994 .

[73]  Robert McCormick,et al.  Issues of Learning and Knowledge in Technology Education , 2004 .

[74]  Kathryn A. LeRoy,et al.  Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention , 2006 .

[75]  R. Millar,et al.  Reasoning from data: How students collect and interpret data in science investigations , 2004 .

[76]  Mary Ratcliffe,et al.  What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community , 2003 .

[77]  Lisa M. Blank,et al.  A metacognitive learning cycle: A better warranty for student understanding? , 2000 .

[78]  Jan H. van Driel,et al.  Professional development and reform in science education: The role of teachers' practical knowledge , 2001 .

[79]  J. Dakers.  Technology Education as Solo Activity or Socially Constructed Learning , 2005 .

[80]  Patricia M. Rowell.  Peer Interactions in Shared Technological Activity: A Study of Participation , 2002 .

[81]  Joel Klemes,et al.  Under the microscope: factors influencing student outcomes in a computer integrated classroom , 2000 .

[82]  Yoav Yair,et al.  3D-Virtual Reality in Science Education: An Implication for Astronomy Teaching , 2001 .

[83]  Bernard Laplante.  Teaching Science to Language Minority Students in Elementary Classrooms , 1997 .

[84]  B. Laufer.  Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence , 2003 .

[85]  Brenda J. Gustafson,et al.  Elementary Children's Awareness of Strategies for Testing Structural Strength: A Three Year Study , 2000 .

[86]  C. Pappas,et al.  Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation , 2006 .

[87]  Anne McKeough,et al.  Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database , 2005 .

[88]  Sherry A. Southerland,et al.  Individual and Group Meaning-Making in an Urban Third Grade Classroom: Red Fog, Cold Cans, and Seeping Vapor. , 2005 .

[89]  J. Kolodner,et al.  Toward implementing distributed scaffolding: Helping students learn science from design , 2005 .

[90]  Xiufeng Liu,et al.  Progression in children's understanding of the matter concept from elementary to high school , 2006 .

[91]  J. Shea.  National Science Education Standards , 1995 .

[92]  Douglas A. Roberts,et al.  Developing the concept of “curriculum emphases” in science education , 1982 .

[93]  Dan Davies.  Pragmatism, Pedagogy and Philosophy A Model of Thought and Action in Action in Primary Technology and Science Teacher Education , 2003 .

[94]  Fouad Abd-El-Khalick,et al.  Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science , 2000 .

[95]  Sarah J. Stein,et al.  Preservice Primary Teachers' Thinking About Technology and Technology Education , 2000 .

[96]  M. T. Hayes,et al.  Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. , 2001 .

[97]  Kenneth L. King,et al.  Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices , 2001 .

[98]  Bonnie Shapiro,et al.  Reading the Furniture: The Semiotic Interpretation of Science Learning Environments , 1998 .

[99]  Marilyn Fleer,et al.  Working Technologically: Investigations into How Young Children Design and Make During Technology Education , 2000 .

[100]  A case study of one school system's adoption and implementation of an elementary science program , 2005 .

[101]  J. Osborne,et al.  Establishing the norms of scientific argumentation in classrooms , 2000 .

[102]  Joseph Krajcik,et al.  Urban schools' teachers enacting project-based science , 2006 .

[103]  Vincent N. Lunetta,et al.  The Laboratory in Science Education: Foundations for the Twenty-First Century , 2004 .

[104]  Ricky J. Sethi,et al.  Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science , 2006 .

[105]  Edward L. Smith,et al.  Student Use of Narrative and Paradigmatic Forms of Talk in Elementary Science Conversations. , 2002 .

[106]  S. Erduran,et al.  TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse , 2004 .

[107]  B. Shapiro,et al.  An Approach to Consider the Semiotic Messages of School Science Learning Culture , 1998 .

[108]  Daniel P. Shepardson,et al.  Zones of interaction: Differential access to elementary science discourse , 2006 .

[109]  G. J. Kelly,et al.  Ways of Knowing beyond Facts and Laws of Science: An Ethnographic Investigation of Student Engagement in Scientific Practices , 2000 .

[110]  David F. Treagust,et al.  Inquiry in science education: International perspectives , 2004 .

[111]  Stanley B. Straw,et al.  The effect of talk and writing on learning science: An exploratory study , 2000 .

[112]  Xiufeng Liu,et al.  Elementary School Students' Logical Reasoning on Rolling , 2000 .

[113]  Mei-Hung Chiu,et al.  Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies , 2005 .

[114]  Joseph Krajcik,et al.  Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations , 2000 .

[115]  Joke Voogt,et al.  Information and communication technologies in hands-on science: emerging trends across three nations , 2000 .

[116]  Studying Lifeworlds of Science Learning: A Longitudinal Study of Changing Ideas, Contexts, and Personal Orientations in Science Learning , 2004 .

[117]  D. Hodson,et al.  Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know , 2001 .

[118]  C. Chinn,et al.  Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks , 2002 .

[119]  Merrill Swain,et al.  Integrating Language and Content Teaching through Collaborative Tasks , 2001 .

[120]  Gloria Snively,et al.  Discovering indigenous science: Implications for science education† , 2001 .

[121]  R. Harrold.  Resources in Education , 1999 .

[122]  B. Shapiro.  "That's Not True--It Doesn't Make Sense": An Approach to Understanding Students' Views of Scientific Ideas. , 1994 .

[123]  Thérèse E. Dugan,et al.  Language minority students in high school: The role of language in learning biology concepts , 1998 .

[124]  Erin Marie Furtak,et al.  The problem with answers: An exploration of guided scientific inquiry teaching , 2006 .

[125]  Joan Solomon,et al.  The persistence of personal and social themes in context: Long‐and short‐term studies of students' scientific ideas , 2004 .

[126]  Angela Anning,et al.  Comparisons and Contrasts Between Elementary/Primary ’School Situated Design’ and ’Workplace Design’ in Canada and England , 2001 .

[127]  Troy D. Sadler,et al.  Informal reasoning regarding socioscientific issues: A critical review of research , 2004 .

[128]  Russell Tytler,et al.  From “Try It and See” to strategic exploration: Characterizing young children's scientific reasoning , 2004 .

[129]  P. J. Fensham.  De nouveaux guides pour l’alphabetisation scientifique , 2002 .

[130]  Gregory J. Kelly,et al.  Experiments, contingencies, and curriculum : Providing opportunities for learning through improvisation in science teaching , 2000 .

[131]  W. Sandoval,et al.  Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry , 2004 .

[132]  James Paul Gee,et al.  Message from the “Island group”: What is literacy in science literacy? , 2003 .

[133]  M. Knapp,et al.  Investing in the renewal of urban science teaching , 2001 .

[134]  Multicultural science: Who benefits? , 2001 .

[135]  Gwyneth Hughes,et al.  Marginalization of Socioscientific Material in Science–Technology–Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform , 2000 .

[136]  Vicki Compton,et al.  Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand , 2003 .

[137]  Campbell J. McRobbie,et al.  Authentic Program Planning in Technology Education , 2001 .

[138]  Piet Ankiewicz,et al.  The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education , 2003 .

[139]  Diane Pruneau,et al.  Les relations que les adolescents entretiennent avec leur environnement , 2004 .

[140]  Larry D. Yore,et al.  Review of Reading Comprehension Instruction: 1985-1991. , 1992 .

[141]  Joseph Krajcik,et al.  Enacting Reform-Based Science Materials: The Range of Teacher Enactments in Reform Classrooms , 2005 .

[142]  Gürol Irzik.  Universalism, multiculturalism, and science education† , 2001 .

[143]  Russell Tytler,et al.  Young Children Learning about Evaporation: A Longitudinal Perspective , 2004 .

[144]  Bronwen Cowie,et al.  The Characteristics of Formative Assessment in Science Education. , 2001 .

[145]  J. Lemke.  Talking Science: Language, Learning, and Values , 1990 .

[146]  George E. DeBoer,et al.  Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform , 2000 .

[147]  Vicki Compton,et al.  Progression in Technology Education in New Zealand: Components of Practice as a Way Forward , 2005 .

[148]  Pamela Esprivalo Harrell,et al.  Mentoring BUGS: An Integrated Science and Technology Curriculum. , 2004 .

[149]  Sandra H. Fradd,et al.  Literacy skills in science learning among linguistically diverse students , 1996 .

[150]  Bhaskar Upadhyay.  Using students' lived experiences in an urban science classroom: An elementary school teacher's thinking , 2006 .

[151]  P. Mulhall,et al.  In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice , 2004 .

[152]  N. Songer,et al.  Student Motivation and Internet Technology: Are Students Empowered to Learn Science? , 2000 .

[153]  Paul Dehart Hurd,et al.  Scientific literacy: New minds for a changing world , 1998 .

[154]  Bernard Laplante.  Apprendre en sciences, c'est apprendre à «parler sciences»: des élèves de l'immersion nous parlent des réactions chimiques , 2000 .

[155]  Craig K. Enders,et al.  An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students , 2005 .

[156]  Fernando Cajas,et al.  The Role of Research in Improving Learning Technological Concepts and Skills: The Context of Technological Literacy , 2002 .

[157]  Judy Moreland,et al.  Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology , 2004 .

[158]  T. Lewis,et al.  Design and inquiry: Bases for an accommodation between science and technology education in the curriculum? , 2006 .

[159]  Marilyn Fleer,et al.  Children's alternative views: alternative to what? , 1999 .

[160]  Mark Linkson.  Some Issues in Providing Culturally Appropriate Science Curriculum Support for Indigenous Students. , 1999 .

[161]  Christina V. Schwarz,et al.  Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching , 2007 .

[162]  B. Shapiro.  A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know” , 1996 .

[163]  Randy L. Bell,et al.  Pre-service Teachers’ Understanding and Teaching of Nature of Science: An Intervention Study , 2001 .

[164]  Wolff-Michael Roth,et al.  Science education as/for participation in the community , 2004 .

[165]  Joseph Krajcik,et al.  Achieving standards in urban systemic reform: An example of a sixth grade project‐based science curriculum , 2004 .

[166]  Mary Ratcliffe,et al.  Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice , 2004 .

[167]  Leonard A. Annetta,et al.  Investigating science learning for rural elementary school teachers in a professional‐development project through three distance‐education strategies , 2006 .

[168]  Qing Li,et al.  Gender and Computer-Mediated Communication: An Exploration of Elementary Students’ Mathematics and Science Learning , 2002 .

[169]  H. Middleton.  Creative Thinking, Values and Design and Technology Education , 2005 .

[170]  Robert E. Slavin,et al.  Best-Evidence Synthesis: Why Less Is More , 1987 .

[171]  J. Wellington.  What Is Science Education For? , 2001 .

[172]  Stephen P. Norris,et al.  How literacy in its fundamental sense is central to scientific literacy , 2003 .

[173]  Cheryl McCarthy,et al.  Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities , 2005 .

[174]  Ali Reza Rezaei,et al.  An Integrated Approach to Collaborative Electronic Learning , 2003 .

[175]  Danielle J. Ford,et al.  Representations of science within children's trade books , 2006 .

[176]  Wendy Turnbull,et al.  The Place of Authenticity in Technology in the New Zealand Curriculum , 2002 .

[177]  Patricia M. Rowell,et al.  Children's Ideas about Strengthening Structures , 2001 .

[178]  Daniel P. Shepardson,et al.  The role of children's journals in elementary school science activities , 2001 .

[179]  L. Rivard,et al.  Summary Writing: A Multi-Grade Study of French-Immersion and Francophone Secondary Students , 2001 .

[180]  Ingelore Mammes,et al.  Promoting Girls' Interest in Technology through Technology Education: A Research Study , 2004 .

[181]  Timothy F. Slater,et al.  A systemic approach to improving K-12 astronomy education using NASA's Internet resources , 2001 .

[182]  P. Fensham.  Time to Change Drivers for Scientific Literacy , 2002 .

[183]  Laurel M. Hartley,et al.  The Value of an Emergent Notion of Authenticity: Examples from Two Student/Teacher-Scientist Partnership Programs. , 2003 .

[185]  Derek Hodson,et al.  Inclusion without Assimilation: Science Education from an Anthropological and Metacognitive Perspective , 2001 .

[186]  David Barlex,et al.  Sketching: Friend or Foe to the Novice Designer? , 2000 .

[187]  Jeffrey M. Kenton,et al.  Preinstructional simulations: implications for science classroom teaching , 2000 .

[188]  Wendy Fox-Turnbull,et al.  The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education , 2006 .

[189]  Wendy Dow,et al.  The need to change pedagogies in science and technology subjects: a European perspective , 2006 .

[190]  K. Levitt,et al.  An Analysis of Elementary Teachers' Beliefs Regarding the Teaching and Learning of Science. , 2002 .

[191]  John Sharp,et al.  Children's Ideas about the Solar System and the Chaos in Learning Science. , 2006 .

[192]  P. D. Hurd.  Modernizing Science Education. , 2002 .

[193]  Teaching nature of science explicitly in a first-grade internship setting , 2006 .

[194]  D. Hodson.  Countering Science Reluctance in Elementary Science Education: Contrasting Approaches via Action Research , 2002 .

[195]  F. Abd‐El‐Khalick,et al.  Teaching elements of nature of science: A yearlong case study of a fourth‐grade teacher , 2003 .

[196]  Robert E. Yager,et al.  Problems of meaning in science curriculum , 2001 .

[197]  G. Aikenhead.  Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching , 2001 .

[198]  A. Ahlgren,et al.  Science for all Americans , 1990 .

[199]  David Hammer,et al.  Children's analogical reasoning in a third‐grade science discussion , 2006 .

[200]  Diane Pruneau,et al.  Un modele pedagogique pour ameliorer l'apprentissage des sciences en milieu linguistique minoritaire , 2005 .

[201]  C. Blondin,et al.  Les acquis scolaires des filles et des garçons en lecture, en mathématiques et en sciences , 2005, Éducation et francophonie.

[202]  Lucy Avraamidou,et al.  Giving priority to evidence in science teaching: A first-year elementary teacher's specialized practices and knowledge , 2005 .