Sandra M. Guilbert

TL;DR: In this paper, a framework of narrative elements and characteristics of narrative explanations is developed and two possible examples of narrative explanation are presented and examined in light of the framework, bringing to light various conceptual and empirical questions related to the examples and to the larger issue of the use of examples like them in science instruction.

TL;DR: In this paper, the authors describe a comprehensive set of studies designed to assess the potential for commercial reading programs to teach reading in science, focusing on the proportion of selections in the programs that contain science and the amount of science that is in those selections, on the genres in which the science is portrayed, on topics and topics of science covered, on accuracy of the scientific content, on text features used to communicate the science, and on the instructional strategies and assessment techniques recommended.

TL;DR: This article examined major science education policy documents and found few statements making direct reference to use of media reports, but teachers used media reports and strongly endorsed policy-type statements advocating the use of diverse science genres including these reports.

TL;DR: The first year of elementary science teaching can be very important in the development of long-term quality science teaching as mentioned in this paper, which is the case of the Beginning Elementary Science Teachers' (BEST) project.

TL;DR: In this paper, the authors present a qualitative study of the ways in which technology is characterized by educators in one school district preparing to implement technological problem solving within the framework of a mandatory elementary science program.