A new paper was published in the March issue of Science Education.

Zangori, L. & Forbes, C.T. (2013). Preservice elementary teachers and explanation construction: Knowledge-for-practice and knowledge-in-practice. Science Education, 97(2), 310-330.

This research are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry (Biggers & Forbes, 2012; Forbes, 2013; 2011; Forbes & Davis, 2010). The findings presented in this article build upon these previous studies to illustrate how preservice elementary teachers both conceptualize and learn to support students’ explanation-construction in elementary classrooms.