Mandy Biggers

TL;DR: In this paper, the authors use an embedded mixed methods research design to explore elementary teachers' curricular adaptations and pedagogical reasoning to support students' explanation construction. But, their findings suggest that the curriculum materials heavily emphasized hands-on engagement and data collection over explanation construction and that the teachers' adaptations did not fundamentally alter scientific sense-making opportunities afforded students in the lesson plans.

TL;DR: The Practices of Science Observation Protocol (P-SOP) as mentioned in this paper was developed to investigate essential features of inquiry and scientific practices in which early learners engage in elementary classrooms, as well as establish the SOP as a valid and reliable observation protocol.

TL;DR: This article investigated elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating evidence-based explanations, and found that the comparison and evaluation of explanations was the least-emphasized feature of inquiry in these teachers' planned and enacted science instruction.

TL;DR: The authors used the National Research Council's inquiry continuum framework to investigate the teacher and student-directedness of elementary preservice teachers' planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course.

TL;DR: In this paper, a dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions.