Core empirical results from the PIESC3 project were published this year in three journal articles:

Biggers, M., Forbes, C.T. , & Zangori, L. (2013). Elementary teachers’ curriculum design and pedagogical reasoning for supporting students’ comparison and evaluation of evidence-based explanations. The Elementary School Journal, 114(1), 48-72.

Forbes, C.T., Biggers, M., & Zangori, L. (2013). Investigating essential characteristics of scientific practices in elementary science learning environments: The Practices of Science Observation Protocol (P-SOP). School Science and Mathematics, 113(4), 180-190.

Zangori, L., Forbes, C.T., & Biggers, M. (2013). Fostering student sense-making in elementary science learning environments: Elementary teachers’ use of science curriculum materials to promote explanation-construction. Journal of Research in Science Teaching, 50(8), 887-1017.

Each of these studies involves the use of our newly-developed observation protocol, the P-SOP, to investigate inquiry practices in elementary classrooms.  The paper in School Science and Mathematics details the development and testing of the P-SOP, as well as a comparison of features of inquiry evident in observed elementary science instruction.   The other two articles are mixed-methods studies using the P-SOP explore opportunities afforded students to  formulate and evaluate evidence-based explanations.