Kathy C. Trundle

Change or Durability? The Contribution of Metaconceptual Awareness in Preservice Early Childhood Teachers' Learning of Science Concepts

RESEARCH IN SCIENCE EDUCATION, 47(3), 655–671.

US and Turkish preschoolers' observational knowledge of astronomy

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 38(1), 116–129.

Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model

Journal of Science Teacher Education, 25(4), 413–444.

Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire

The Journal of Experimental Education, 80(4), 338–351.

Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course

Journal of Early Childhood Teacher Education, 33(4), 349–364.

Conducting guided inquiry in science classes using authentic, archived, web-based data

Computers & Education, 57(2), 1571–1582.

Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

Research in Science Education, 41(2), 261–282.

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, 48(2), 217–235.

Young children’s computer skills development from kindergarten to third grade

Computers & Education, 57(2), 1698–1704.

Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction

Journal of Research in Science Teaching, n/a-n/a.

Four- to six-year-old children's conceptions of the mechanism of rainfall

Early Childhood Research Quarterly, 25(4), 536–546.

The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts

Research in Science Education, 40(3), 451–478.

The use of a computer simulation to promote conceptual change: A quasi-experimental study

Computers & Education, 54(4), 1078–1088.

Understanding natural sciences education in a Reggio Emilia-inspired preschool

Journal of Research in Science Teaching, 47(10), 1186–1208.

Using a Planetarium Software Program to Promote Conceptual Change with Young Children

Journal of Science Education and Technology, 19(2), 165–176.

Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter

International Journal of Science Education, 31(13), 1743–1775.

Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years

Early Childhood Education Journal, 36(5), 415–422.

Representations of the moon in children’s literature: An analysis of written and visual text

Journal of Elementary Science Education, 20(1), 17–28.

The use of a computer simulation to promote scientific conceptions of moon phases

Journal of Research in Science Teaching, 45(3), 346–372.

A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

Journal of Research in Science Teaching, 44(2), 303–326.

Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts

International Journal of Science Education, 29(5), 595–616.

Preservice Elementary Teachers’ Knowledge of Observable Moon Phases and Pattern of Change in Phases

Journal of Science Teacher Education, 17(2), 87–101.