What Happens When Early Childhood Science Teachers Value Student Authorship
Bibliographic Data
| ID | 21392847 |
|---|---|
| Authors | Catherine Lammert (0000-0001-7356-0816, Department of Teacher Education Texas Tech University Lubbock Texas USA, corresponding author), Brian Hand (0000-0002-0574-7491, Department of Teaching and Learning University of Iowa Iowa City Iowa USA), Alison Warren (0000-0003-0058-5080, Department of Curriculum and Instruction Purdue University West Lafayette Indiana USA) |
| Year | 2026 |
| Volume | 110 |
| Issue | 3 |
| Pages | 726-738 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70034 |
| OpenAlex | W4415987949 |
| Language | EN |
| References cited | 33 |
This study investigates the impact of generative learning environments on early childhood students’ language development and scientific understanding through the lens of student authorship. Focusing on three second‐grade teachers, we explore how generative and replicative practices influence the degree of multimodality in students’ science writing. Prior research indicates that learning environments characterized by knowledge generation encourage students to leverage their linguistic and cognitive resources and promote the development of representational fluency. However, few studies on this topic have been conducted with early childhood students. Findings of the current multiple case study reveal that students in generative environments tend to express their scientific ideas through more diverse modalities (i.e., representational and extensional rather than decorational) than those in replicative environments. Further, educators who adhere to replicative practices overlook the potential of students’ varied linguistic resources, which reinforces educational inequities for marginalized students. The study underscores the necessity for early childhood educators to deepen their knowledge of language as an epistemic tool and value student authorship opportunities in science
Early childhood · Early childhood education · Generative grammar · Leverage (statistics) · Modalities · Next Generation Science Standards · Science education · Scientific Literacy · Value (mathematics) · Reading and Literacy Development · Science Education and Pedagogy · Writing and Handwriting Education
The Rediscovery of Teaching
Academic Language and the Challenge of Reading for Learning About Science
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Pathologizing the Language and Culture of Poor Children
Interrater reliability
Authority, Responsibility and Education
Teachers’ Vocabulary Talk in Early-Elementary Science Instruction
Exploring coherence and authorship in pedagogical link-making in science
Epistemic orientation toward teaching science for knowledge generation
Conceptualizing STEM teacher professional knowledge for teaching ELs
Preschoolers’ inquisitiveness and science-relevant problem solving
Cross-domain development of early academic and cognitive skills
Professional Vision of Preservice and In‐Service Biology Teachers
Equity in teaching academic language-an interdisciplinary approach
| Citation velocity | historical |
|---|---|
| Highly cited | No |