This study focused on the conceptual understandings held by 78 preservice elementary teachers about moon phases, before and after instruction. Participants in the physics groups received instruction on moon phases in an inquiry‐based physics course; participants in the methods group received no instruction on moon phases. The instructive effect of two different types of preinstruction interviews also was compared. The instruction on moon phases used in the study is from Physics by Inquiry by Lillian McDermott. In the study, the method of inquiry followed a qualitative design, involving classroom observations, document analysis, and structured interviews. Inductive data analysis identified patterns and themes in the participants' conceptual understanding. Results indicate that without the instruction, most preservice teachers were likely to hold alternative conceptions on the cause of moon phases. Participants who had the instruction were much more likely to hold a scientific understanding after instruction. The instruction appears to be more effective in promoting a scientific understanding of moon phases than instruction previously reported in the literature. It also appears that using a three‐dimensional model or making two‐dimensional drawings during the preinstruction interviews does not have instructive value. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 633–658, 2002

This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio-economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. ß

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This study described the conceptual understandings of 50 early childhood (Pre‐K‐3) preservice teachers about standards‐based lunar concepts before and after inquiry‐based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night Backyard™ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre‐ and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well‐designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346–372, 2008

This paper discusses the benefits and limitations of using children's literature in introducing science concepts to young children. The manuscript also provides an overview of preschool science standards of 12 states and presents lists of appropriate children's literature suitable to use in teaching science concepts targeted in those preschool science standards.