Abstract
Through a century-long process, there has been a resolute effort to shape science teaching in elementary classrooms. A close look at science teaching and student learning may provide a better understanding of what really happens in elementary classrooms. This study examines relationships between science teaching pedagogy, teachers’ science teaching attitudes, and student learning outcomes 15 Oregon fifth-grade teachers. The resulting qualitative and quantitative data provides insights into the relationships between teacher practices and attitudes and student success.
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