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Examining the Possibilities and Limitations of Science Teaching and Learning in Early Childhood and Elementary Contexts
Mon, April 11, 4:30 to 6:30pm, Marriott Marquis, Floor: Level Two, Marquis Salon 12Session Type: Paper Session
Sub Unit
Chair
Papers
"There Must Be a Cat Nearby": Kindergartners' Reasoning About Action at an Attentional Distance - S. Lynneth Solis, Harvard University; Tina A. Grotzer, Harvard University; Kaley Curtis, Harvard University; Rosemarie G. Sese, Harvard University; Evelyn Y. Chen, Taipei American School
Effects of Increased Exposure to Collaborative Concept Maps on Critical Thinking Skills of Kindergarten Students - NarayanKripa Sundararajan, Washington State University - Pullman; Olusola Olalekan Adesope, Washington State University; Andy R. Cavagnetto, Washington State University
Characterizing Shifts in Students' Reasoning About Probabilistic Causality: A Microgenetic Study - S. Lynneth Solis, Harvard University; Tina A. Grotzer, Harvard University; Megan M. Powell, Harvard University; Michael Shane Tutwiler, Harvard University
Interpretations Invited by Fifth-Grade Science Teachers' Use of the Conditional Construction - Nora M. Isacoff, New York University; Brianna Avenia-Tapper, New York University
Principals' Views of "Good" Science Instruction: General Pedagogy, Hands-On Science, or Science Practices? - Katherine L. McNeill, Boston College; Rebecca Katsh-Singer, Boston College; Kyle Fagan, Boston College; Rebecca Jane Lowenhaupt, Boston College