ABSTRACT

This chapter examines research on elementary science teaching in the last decade—from approximately 2000 through 2012. 1 This is an exciting decade to review because of huge strides in research showing what is possible in terms of supporting elementary children’s scientific reasoning and understanding. Research shows, for example, that even very young students can reason in scientific ways (beyond simply describing their observations) and develop strong beginning understandings of concepts once considered too abstract for them (Duschl, Schweingruber, & Shouse, 2007).