@article{sackes_trundle_2017, title={Change or Durability? The Contribution of Metaconceptual Awareness in Preservice Early Childhood Teachers' Learning of Science Concepts}, volume={47}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-016-9522-1}, number={3}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Sackes, Mesut and Trundle, Kathy Cabe}, year={2017}, month={Jun}, pages={655–671} }
 @article{sackes_smith_trundle_2016, title={US and Turkish preschoolers' observational knowledge of astronomy}, volume={38}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2015.1132858}, abstractNote={ABSTRACT The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48–60 months) participated in the study. Semi-structured interviews were individually conducted, digitally recorded, transcribed, and analyzed using the constant comparative method. The results demonstrate that preschoolers from the two cultures are able to make comparable informal observations of the sky, and their observational knowledge includes many similarities, with one exception, as predicted by framework theory. US children were more likely to perform better than the Turkish children on the question about the time of observation for the moon. Although science concepts and skills are better represented in US early childhood education programs than the Turkish program, the results suggest that this advantage did not translate into performance differences between US and Turkish children.}, number={1}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Sackes, Mesut and Smith, Mandy McCormick and Trundle, Kathy Cabe}, year={2016}, month={Jan}, pages={116–129} }
 @article{saçkes_trundle_2014, title={Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model}, volume={25}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/S10972-013-9355-Y}, DOI={10.1007/S10972-013-9355-Y}, abstractNote={This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers’ conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers’ use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers’ conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided.}, number={4}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Saçkes, Mesut and Trundle, Kathy Cabe}, year={2014}, month={May}, pages={413–444} }
 @article{saçkes_trundle_tuckman_krissek_2012, title={Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire}, volume={80}, ISSN={0022-0973 1940-0683}, url={http://dx.doi.org/10.1080/00220973.2011.600355}, DOI={10.1080/00220973.2011.600355}, abstractNote={The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.}, number={4}, journal={The Journal of Experimental Education}, publisher={Informa UK Limited}, author={Saçkes, Mesut and Trundle, Kathy Cabe and Tuckman, Bruce W. and Krissek, Lawrence A.}, year={2012}, month={Aug}, pages={338–351} }
 @article{saçkes_flevares_gonya_trundle_2012, title={Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course}, volume={33}, ISSN={1090-1027 1745-5642}, url={http://dx.doi.org/10.1080/10901027.2012.732666}, DOI={10.1080/10901027.2012.732666}, abstractNote={The purpose of this study was to explore the impact of an integrated science and mathematics methods course on preservice early childhood teachers' efficacy beliefs for integrating these content areas. Thirty-four preservice teachers participated in this study, which utilized a quasi-experimental design with two treatment groups. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrated science and mathematics before and immediately after instruction that lasted 8 weeks. Results indicated a statistically significant change in preservice teachers' efficacy beliefs scores from pre- to posttest measures. These results provide evidence that the methods course utilized in the present study was effective in enhancing preservice teachers' efficacy beliefs for integrating science and mathematics.}, number={4}, journal={Journal of Early Childhood Teacher Education}, publisher={Informa UK Limited}, author={Saçkes, Mesut and Flevares, Lucia M. and Gonya, Jennifer and Trundle, Kathy Cabe}, year={2012}, month={Oct}, pages={349–364} }
 @article{ucar_trundle_2011, title={Conducting guided inquiry in science classes using authentic, archived, web-based data}, volume={57}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2011.02.007}, DOI={10.1016/j.compedu.2011.02.007}, abstractNote={Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based instruction coupled with archived online data. Ninety-six preservice teachers in a four-year elementary science teacher-training program participated in this study. The students were enrolled in three sections of the methods course, and these existing groups were randomly assigned to the treatment groups: traditional instruction, traditional instruction supported with a simulation, and inquiry-based instruction with archived online data. Data were collected with structured interviews and analyzed with the constant comparative method and one-way ANOVA. Before the instructional interventions, none of the participants had a scientific understanding of tides, and 15% of the participants had no conceptual understanding of tides at all. After instruction, 72% of the participants who received inquiry-based instruction with archived online data were categorized as having scientific conceptual understandings; 46% of participants who received traditional instruction supported with a simulation were categorized as having scientific conceptual understandings; and 43% of participants who received traditional instruction were categorized as having scientific conceptual understandings. Statistical analyses showed that the group receiving inquiry-based instruction with archived online data performed significantly better than the other two instructional groups. Inquiry-based instruction with archived online data can be used to effectively perform inquiry activities within science classes; it might be used at different grade levels to teach a variety of scientific content.}, number={2}, journal={Computers & Education}, publisher={Elsevier BV}, author={Ucar, Sedat and Trundle, Kathy Cabe}, year={2011}, month={Sep}, pages={1571–1582} }
 @article{ucar_trundle_krissek_2011, title={Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-009-9164-7}, DOI={10.1007/s11165-009-9164-7}, number={2}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Ucar, Sedat and Trundle, Kathy Cabe and Krissek, Lawrence}, year={2011}, month={Mar}, pages={261–282} }
 @article{saçkes_trundle_bell_o'connell_2011, title={The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study}, volume={48}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/tea.20395}, DOI={10.1002/tea.20395}, abstractNote={Abstract}, number={2}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Saçkes, Mesut and Trundle, Kathy Cabe and Bell, Randy L. and O'Connell, Ann A.}, year={2011}, month={Feb}, pages={217–235} }
 @article{saçkes_trundle_bell_2011, title={Young children’s computer skills development from kindergarten to third grade}, volume={57}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2011.03.011}, DOI={10.1016/j.compedu.2011.03.011}, abstractNote={This investigation explores young children’s computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study–Kindergarten (ECLS–K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children’s computer skills using LISREL software version 8.80. Results indicated, not surprisingly, that the availability of a computer at home and a high socio-economic status were statistically significant predictors of children’s baseline computer skills in kindergarten. The availability of computers in kindergarten, however, was a statistically significant predictor of the development of children’s computer skills from kindergarten to third grade. Although there was no difference between girls and boys in their baseline computer skills in kindergarten, the rate of development in computer skills was higher for girls than boys. Results suggest that the availability of an adequate level of computers in kindergarten classrooms can help close the initial gap in children’s computer skills due to socio-economic status and lack of computer access prior to entering school. Supplying kindergarten classrooms with adequate computers could positively contribute to children’s long-term development of computer skills.}, number={2}, journal={Computers & Education}, publisher={Elsevier BV}, author={Saçkes, Mesut and Trundle, Kathy Cabe and Bell, Randy L.}, year={2011}, month={Sep}, pages={1698–1704} }
 @article{adadan_trundle_irving_2010, title={Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20366}, DOI={10.1002/tea.20366}, abstractNote={Abstract}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Adadan, Emine and Trundle, Kathy Cabe and Irving, Karen E.}, year={2010}, pages={n/a-n/a} }
 @article{saçkes_flevares_trundle_2010, title={Four- to six-year-old children's conceptions of the mechanism of rainfall}, volume={25}, ISSN={0885-2006}, url={http://dx.doi.org/10.1016/j.ecresq.2010.01.001}, DOI={10.1016/j.ecresq.2010.01.001}, abstractNote={The purpose of this study was to describe four- to six-year-old children's understandings of the mechanism of rainfall and to reveal possible differences due to age. A total of 22 children participated in the study (mean age = 60.4 months; range 48–73 months), including 14 boys and 8 girls, all from middle-SES families. To reveal children's understanding of the mechanism of rainfall, semi-structured interviews were conducted using a set of interview questions. Children were individually interviewed, and interviews were audio-taped and transcribed. The constant comparative method was used to analyze the transcribed audio tapes. A framework of codes was developed based on previous studies of children's understanding of the mechanism of rainfall. This partial framework of codes served as the basis for describing children's conceptual understandings of the mechanism of rainfall. A nonparametric statistical test was used to test for age differences in children's conceptions of the mechanism of rainfall. The results indicated that older preschool children were more likely to have synthetic or naturalistic conceptions than the younger children. Implications of the findings for instructional practices in early childhood classrooms are discussed.}, number={4}, journal={Early Childhood Research Quarterly}, publisher={Elsevier BV}, author={Saçkes, Mesut and Flevares, Lucia M. and Trundle, Kathy Cabe}, year={2010}, month={Oct}, pages={536–546} }
 @article{cabe trundle_atwood_christopher_sackes_2010, title={The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts}, volume={40}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-009-9129-x}, DOI={10.1007/s11165-009-9129-x}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Cabe Trundle, Kathy and Atwood, Ronald K. and Christopher, John E. and Sackes, Mesut}, year={2010}, month={May}, pages={451–478} }
 @article{trundle_bell_2010, title={The use of a computer simulation to promote conceptual change: A quasi-experimental study}, volume={54}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2009.10.012}, DOI={10.1016/j.compedu.2009.10.012}, abstractNote={This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.}, number={4}, journal={Computers & Education}, publisher={Elsevier BV}, author={Trundle, Kathy Cabe and Bell, Randy L.}, year={2010}, month={May}, pages={1078–1088} }
 @article{inan_trundle_kantor_2010, title={Understanding natural sciences education in a Reggio Emilia-inspired preschool}, volume={47}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/tea.20375}, DOI={10.1002/tea.20375}, abstractNote={Abstract}, number={10}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Inan, Hatice Zeynep and Trundle, Kathy Cabe and Kantor, Rebecca}, year={2010}, month={Nov}, pages={1186–1208} }
 @article{hobson_trundle_saçkes_2010, title={Using a Planetarium Software Program to Promote Conceptual Change with Young Children}, volume={19}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-009-9189-8}, DOI={10.1007/s10956-009-9189-8}, number={2}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Hobson, Sally M. and Trundle, Kathy Cabe and Saçkes, Mesut}, year={2010}, month={Apr}, pages={165–176} }
 @article{adadan_irving_trundle_2009, title={Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter}, volume={31}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500690802178628}, DOI={10.1080/09500690802178628}, abstractNote={This quasi‐experimental study examined 42 high school introductory chemistry students’ conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform‐Based Teaching (RBT) or Reform‐Based Teaching with Multiple Representations (RBTw/MR). The RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using multiple representations (visual, textual, oral) in relationship to the macroscopic phenomenon and the likely actions occurring at the submicroscopic level. Qualitative research methods, including open‐ended questionnaires and interviews, were used to investigate and describe participants’ conceptual understandings of the PNM over time. The findings indicated that before instruction all participants held a range of alternative conceptions about the aspects of the PNM. Post‐instruction findings indicate that the RBTw/MR instruction was more efficacious in promoting a scientific understanding of the PNM than was the instruction without multiple representations.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Adadan, Emine and Irving, Karen E. and Trundle, Kathy C.}, year={2009}, month={Aug}, pages={1743–1775} }
 @article{sackes_trundle_flevares_2009, title={Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years}, volume={36}, ISSN={1082-3301 1573-1707}, url={http://dx.doi.org/10.1007/s10643-009-0304-5}, DOI={10.1007/s10643-009-0304-5}, number={5}, journal={Early Childhood Education Journal}, publisher={Springer Science and Business Media LLC}, author={Sackes, Mesut and Trundle, Kathy Cabe and Flevares, Lucia M.}, year={2009}, month={Feb}, pages={415–422} }
 @article{trundle_troland_pritchard_2008, title={Representations of the moon in children’s literature: An analysis of written and visual text}, volume={20}, ISSN={1090-185X}, url={http://dx.doi.org/10.1007/bf03174700}, DOI={10.1007/bf03174700}, number={1}, journal={Journal of Elementary Science Education}, publisher={Springer Science and Business Media LLC}, author={Trundle, Kathy Cabe and Troland, Thomas H. and Pritchard, T. Gail}, year={2008}, month={Jan}, pages={17–28} }
 @article{bell_trundle_2008, title={The use of a computer simulation to promote scientific conceptions of moon phases}, volume={45}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20227}, DOI={10.1002/tea.20227}, abstractNote={Abstract}, number={3}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Bell, Randy L. and Trundle, Kathy Cabe}, year={2008}, month={Mar}, pages={346–372} }
 @article{trundle_atwood_christopher_2007, title={A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases}, volume={44}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20121}, DOI={10.1002/tea.20121}, abstractNote={Abstract}, number={2}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Trundle, Kathy Cabe and Atwood, Ronald K. and Christopher, John E.}, year={2007}, pages={303–326} }
 @article{trundle_atwood_christopher_2007, title={Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts}, volume={29}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500690600779932}, DOI={10.1080/09500690600779932}, abstractNote={Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.}, number={5}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Trundle, Kathy Cabe and Atwood, Ronald K. and Christopher, John E.}, year={2007}, month={Apr}, pages={595–616} }
 @article{trundle_atwood_christopher_2006, title={Preservice Elementary Teachers’ Knowledge of Observable Moon Phases and Pattern of Change in Phases}, volume={17}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-006-9006-7}, DOI={10.1007/s10972-006-9006-7}, abstractNote={The purpose of this study was to describe selected content knowledge held by 52 preservice elementary teachers about the observable phases of the moon and the monthly pattern of change in observable phases. Data were obtained from participants in a physics course before and after they received inquiry-based instruction designed to promote intentional learning of the cause of moon phases and the observable pattern of change in moon phases. Results indicated that, prior to instruction, most preservice teachers had major deficiencies in knowledge of observable moon phases and the pattern of monthly change in the phases. Fortunately, participants who completed the instruction were likely to show evidence of having addressed the deficiencies.}, number={2}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Trundle, Kathy Cabe and Atwood, Ronald K. and Christopher, John E.}, year={2006}, month={Aug}, pages={87–101} }