Journal of Elementary Science Education

Brown, F. (2000).  Characterizing effective environmental education and its impact on preservice students’ environmental attitudes.  Journal of Elementary Science Education, 12(1), 33-40.

Cox, A.M., & Pfaffinger, J.A. (1998).  Teacher preparation and teacher-student interactions at a discovery center of natural history.  Journal of Elementary Science Education, 10(2), 20-35.

Fox, J.E. (1997).  Swinging:  What young children begin to learn about physics during outdoor play.  Journal of Elementary Science Education, 9(1), 1-14.

Katz, P., & McGinnis, J.R. (1999).  An informal elementary science education program’s response to the national science education reform movement.  Journal of Elementary Science Education, 11(1), 1-16.

Marek, E.A., Boran, R.D., Laubach, T., & Gerber, B.L. (2002).  Conceptual understandings resulting from interactive science exhibits.  Journal of Elementary Science Education, 14(2), 39-52.

Martin, S.C. (2003).  The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels.  Journal of Elementary Science Education, 15(2), 51-64.

Neathery, M.F. (1998).  Informal learning in experiential settings.  Journal of Elementary Science Education, 10(2), 36-49.

Stover, S., & Saunders, G. (2000).  Astronomical misconceptions and the effectiveness of science museums in promoting conceptual change.  Journal of Elementary Science Education, 12(1), 41-52.

Tunnciliffe, S.D. (1997).  The effect of the presence of two adults – chaperones or teachers – on the content of the conversations of primary school groups during school visits to a natural history museum.  Journal of Elementary Science Education, 9(1), 49-65.

Tunnicliffe, S.D. (1998).  Down on the farm:  The content of conversations generated by school children viewing live animals as exhibits and on a farm. Journal of Elementary Science Education, 10(1), 1-17.

The Journal of Science Teacher Education

Ault, C.R., Jr., & Herrick, J. (1991).  Integrating teacher education about science learning with evaluation studies of science museum exhibits. Journal of Science Teacher Education, 2(4), 101-105.

Grote, M.G. (1995).  Science teacher educators’ opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.

Kisel, J.F. (2003).  Teachers, museums and worksheets:  A closer look at learning experience. Journal of Science Teacher Education, 14(1), 3-21.

Melber, L.M., & Cox-Peterson, A.M. (2005).  Teacher professional development and informal learning environments:  Investigating partnerships and possibilities. Journal of Science Teacher Education, 16(2), 103-120.

Olson, J.K., Cox-Peterson, A.M., & McComas, W.F. (2001).  The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12(3), 155-173.

Smith, W.S., McLaughlin, E., & Tunnicliffe, S.D. (1998).  Effect on primary level students of inservice teacher education in an informal science setting. Journal of Science Teacher Education, 9(2), 123-142.

Shroyer, M.G., Ramey-Gassert, L., Hancock, M., Moore, P., & Walker, M. (1995).  Math, science, technology after school clubs and summer magnet school:  collaborative professional development opportunities for science educators. Journal of Science Teacher Education, 6(2), 112-119.

Thirunarayanan, M.O. (1997).  Promoting preservice science teachers’ awareness of community-based science education resource centers. Journal of Science Teacher Education, 8(1), 69-75.