References
Bullock, M., & Ziegler, A. (1999). Scientific reasoning: Developmental and individual differences. In F.E. Weinert & W. Schneider (Eds.), Individual differences from 3 to 12: Findings from the Munick longitudinal study (pp. 38-54). New York: Academic Press.
Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research and Practice, 13(1).
Chen, Z. & Klahr, D. (1999). All Other Things being Equal: Children’s Acquisition of the Control of Variables Strategy, Child Development, 70, 1098–1120.
Concept to Classroom (2016). Retrieved from http://www.thirteen.org/ edonline/ concept2class/ inquiry/index_sub1.html
Cook, C., Goodman, N., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers' exploratory play. Cognition, 120(3), 341-349.
Creative Little Scientists (2013) Country Reports on in-depth field work . Deliverable 4.3
Addenda. EU Project (FP7) (Coordinator: Ellinogermaniki Agogi, Greece). Report 1 of 9: Belgium Lead Authors: H. Van Houte and K. Devlieger.
French, L. (2004). Science as the center of a coherent, integrated, early childhood curriculum. Early Childhood Research Quarterly, 19, 138-149.
Gelman, R., Brenneman, K., Macdonald, G., & Román, M. (2009). Preschool pathways to science (PrePS): Facilitating scientific ways of thinking, talking, doing, and understanding. Baltimore, MD: Paul H. Brookes.
Glenberg, A.M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4(1), 5-18.
Harlen (2013). Inquiry-based learning in science and mathematics. Review of science, mathematics, and ICT education, 7(2), 9-33.
Kerns, K.A., Eso, K., & Thomson, J. (1999). Investigation of a direct intervention for improving attention in young children with ADHD. Developmental Neuropsychology, 16, 273-295.
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.
Kuhn, D., & Dean, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science, 16, 866-870.
Lorch, R.F.Jr., Lorch, E.P., Calderhead, W.J., Dunlap, E.E., Hodell, E.C., Freer, B.D., & Lorch, E.P. (2008). Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. Journal of Educational Psychology, 102(1), 90-101.
Mantzicopoulos, P., & Samrapungavan, H.P.A. (2007). Young chidren’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23, 378-349.
Masnick, A. M., & Klahr, D. (2003). Error matters: An initial exploration of elementary school children’s understanding of experimental error. Journal of Cognition and Development, 4, 67-98.
Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5) 12-14, 16-18.
National Science Board (2007). A national action plan for addressing the critical needs of the U.S. Science, Technology, Engineering and Mathematics Edcuation System. Retrieved September 1, 2014, from http://www.nsf.gov/nsb/documents/2007/stem_action.pdf
Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22, 6, 970-988.
Park Rogers, M. (2011). Implementing a science-based interdisciplinary curriculum in the second grade: a community of practice in action. International Electronic Journal of Elementary Education, 3(2), 83-103.
Peterson, S.M., & French, L. (2008). Supporting young children's explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23(3), 395–408.
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 9, 138-149.
Gallenstein, N.L. 2005. Engaging Young Children in Science and Mathematics. Journal of Elementary Science Education, 17, 2, 27-41.
Gelman, R., Brenneman, K., Macdonald, G., & Roman, M. (2009). Preschool pathways to science (PrePS): Facilitating scientific ways of knowing, thinking, talking, and doing. Baltimore, MD: Brookes.
Gopnik, A., Sobel, D., Schulz, L., & Glymour, C. (2001). Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology 37, 5, 620-629.
Saçkes, M., Akman, B., & Trundle, K. C. A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1-26.
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 49, 31-57.
Seligman, M.E.P. (1975). Helplessness: On Depression, Development, and Death. San Francisco: W.H. Freeman.
Smitsman, A. W., & Corbetta, D. (2010). Action in infancy: Perspectives, concepts, and challenges. In J. G. Bremner & T. D. Wachs (Eds.), The Wiley-Blackwell Handbook of Infant Development (2nd edition), Volume 1: Basic Research (pp. 167-203). Chichester, West Sussex, UK: Wiley-Blackwell Ltd.
Sweller, J (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12(2), 257–285.
van Schijndel, T.J.P., Singer, E., van der Maas H.L.J., & Raijmakers M.E.J. (2010). A sciencing programme and young childrenʼs exploratory play in the sandpit. The European Journal of Developmental Psychology, 7(5), 603-617. DOI 10.1080/17405620903412344.
Van Geert, P., & Steenbeek, H. (2005a). Explaining after by before. Basic aspects of a dynamic systems approach to the study of development. Developmental Review, 25(3-4), 408-442.
Yan, Z., & Fischer, K.W. (2002). Always under construction: Dynamic variations in adult cognitive development. Human Development, 45, 141-160.
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169.