The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study

Journal of Research in Science Teaching

Volumn 48, Issue 2, 2011, Pages 217-235

  Saçkes, Mesut ^a   Trundle, Kathy Cabe ^a   Bell, Randy L ^b   O'Connell, Ann A ^a  

^a OHIO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

achievement; science education; teacher education practicing teacher

Indexed keywords

ACHIEVEMENT; EDUCATIONAL POLICY; LONGITUDINAL STUDY; NATURE OF SCIENCE; PRIOR KNOWLEDGE; SCIENCE ACTIVITIES; SCIENCE EDUCATION; SCIENCE MATERIALS; SCIENCE TEACHING; SOCIO-ECONOMIC STATUS; STRUCTURAL EQUATION MODELING; TEACHER EDUCATION; THEORETICAL MODELS;

ECONOMICS;

TEACHING;

EID: 79251481864     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20395     Document Type: Article

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