Kathy C. Trundle

Sackes, M., & Trundle, K. C. (2017). 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. https://doi.org/10.1007/s11165-016-9522-1

Sackes, M., Smith, M. M. C., & Trundle, K. C. (2016). US and Turkish preschoolers' observational knowledge of astronomy. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 38(1), 116–129. https://doi.org/10.1080/09500693.2015.1132858

Saçkes, M., & Trundle, K. C. (2014). 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. https://doi.org/10.1007/S10972-013-9355-Y

Saçkes, M., Trundle, K. C., Tuckman, B. W., & Krissek, L. A. (2012). Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire. The Journal of Experimental Education, 80(4), 338–351. https://doi.org/10.1080/00220973.2011.600355

Saçkes, M., Flevares, L. M., Gonya, J., & Trundle, K. C. (2012). 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. https://doi.org/10.1080/10901027.2012.732666

Ucar, S., & Trundle, K. C. (2011). Conducting guided inquiry in science classes using authentic, archived, web-based data. Computers & Education, 57(2), 1571–1582. https://doi.org/10.1016/j.compedu.2011.02.007

Ucar, S., Trundle, K. C., & Krissek, L. (2011). Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers. Research in Science Education, 41(2), 261–282. https://doi.org/10.1007/s11165-009-9164-7

Saçkes, M., Trundle, K. C., Bell, R. L., & O'Connell, A. A. (2011). 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. https://doi.org/10.1002/tea.20395

Saçkes, M., Trundle, K. C., & Bell, R. L. (2011). Young children’s computer skills development from kindergarten to third grade. Computers & Education, 57(2), 1698–1704. https://doi.org/10.1016/j.compedu.2011.03.011

Adadan, E., Trundle, K. C., & Irving, K. E. (2010). 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. https://doi.org/10.1002/tea.20366

Saçkes, M., Flevares, L. M., & Trundle, K. C. (2010). Four- to six-year-old children's conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536–546. https://doi.org/10.1016/j.ecresq.2010.01.001

Cabe Trundle, K., Atwood, R. K., Christopher, J. E., & Sackes, M. (2010). The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts. Research in Science Education, 40(3), 451–478. https://doi.org/10.1007/s11165-009-9129-x

Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers & Education, 54(4), 1078–1088. https://doi.org/10.1016/j.compedu.2009.10.012

Inan, H. Z., Trundle, K. C., & Kantor, R. (2010). Understanding natural sciences education in a Reggio Emilia-inspired preschool. Journal of Research in Science Teaching, 47(10), 1186–1208. https://doi.org/10.1002/tea.20375

Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a Planetarium Software Program to Promote Conceptual Change with Young Children. Journal of Science Education and Technology, 19(2), 165–176. https://doi.org/10.1007/s10956-009-9189-8

Adadan, E., Irving, K. E., & Trundle, K. C. (2009). 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. https://doi.org/10.1080/09500690802178628

Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5

Trundle, K. C., Troland, T. H., & Pritchard, T. G. (2008). Representations of the moon in children’s literature: An analysis of written and visual text. Journal of Elementary Science Education, 20(1), 17–28. https://doi.org/10.1007/bf03174700

Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346–372. https://doi.org/10.1002/tea.20227

Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases. Journal of Research in Science Teaching, 44(2), 303–326. https://doi.org/10.1002/tea.20121

Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts. International Journal of Science Education, 29(5), 595–616. https://doi.org/10.1080/09500690600779932

Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2006). Preservice Elementary Teachers’ Knowledge of Observable Moon Phases and Pattern of Change in Phases. Journal of Science Teacher Education, 17(2), 87–101. https://doi.org/10.1007/s10972-006-9006-7