Learning science through inquiry in kindergarten

By Ala Samarapungavan, P. Mantzicopoulos, H. Patrick. 2008

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/57267734b9070e895f9764dca9fc3e52f92ef8bc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “109 Samarapungavan, Mantzicopoulos, and Patrick (2008).”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, background): “Guided inquiry approaches are based on the belief that scaffolding from the instructional environment (such as teacher support through modelling and questioning) allows students to acquire rich domain knowledge and supports their capacities of thought (Samarapungavan, Mantzicopoulos, & Patrick, 200”
Patterns of Young Children's Motivation for Science and Teacher-Child Relationships (2008, methodology): “Science learning. We measured science learning by using the SLP Portfolio Rubric ( Samarapungavan et al., 2007 ), a unit-specific set of items used to evaluate evidence of children’s learning about science content and process.”
The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “For example, Samarapungavan et al. (2008) found that ethnically and economically diverse kindergarten students successfully mastered functional concepts of both scientific inquiry and”
What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “They ask meaningful questions, make predictions about outcomes, observe and record evidence, revise and represent their knowledge, and communicate their findings (Samarapungavan, Mantzicopoulos, & Patrick, 2008 , Samarapungavan, Mantzicopoulos, Patrick, & French, 2009 ).”
Science and Scientific Curiosity in Pre-school—The teacher's point of view (2013, background): “Besides the fact that observing, thinking and actively engaging with scientific content touches upon children's natural sense of interests and experiences, studies have shown that the importance of early exposure to scientific content and programs can also influence children's competencies, attitude”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “Engaging in this type of guided inquiry facilitates kindergarten students’ science learning, and their interest in science increases (e.g., Samarapungavan et al., 2008).”