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Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills

A comparison of the impact of two different approaches to teaching science--responsive teaching and the combination of responsive teaching and explicit instruction--on children's learning about science concepts, science vocabulary, and scientific problem-solving skills, based on data from 104 four- and five-year-olds attending early childhood programs in a mid-size midwestern community and their parents
Resource Type:
Reports & Papers
United States

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