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Kathy C. Trundle

Affiliations: 
Ohio State University, Columbus, Columbus, OH 
Area:
Curriculum and Instruction Education, Educational Psychology Education, Sciences Education, Secondary Education
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"Kathy Trundle"
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Nejla Yuruk grad student 2005 Ohio State

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Saçkes M, Trundle KC. (2014) Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model Journal of Science Teacher Education. 25: 413-444
Saçkes M, Flevares LM, Gonya J, et al. (2012) Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course Journal of Early Childhood Teacher Education. 33: 349-364
Saçkes M, Trundle KC, Tuckman BW, et al. (2012) Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire Journal of Experimental Education. 80: 338-351
Sakes M, Trundle KC, Bell RL. (2011) Young children's computer skills development from kindergarten to third grade Computers and Education. 57: 1698-1704
Ucar S, Trundle KC. (2011) Conducting guided inquiry in science classes using authentic, archived, web-based data Computers in Education. 57: 1571-1582
Ucar S, Trundle KC, Krissek L. (2011) Inquiry-Based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers. Research in Science Education. 41: 261-282
Saçkes M, Trundle KC, Bell RL, et al. (2011) The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study Journal of Research in Science Teaching. 48: 217-235
Wild TA, Trundle KC. (2010) Conceptual Understandings of Seasonal Change by Middle School Students with Visual Impairments. Journal of Visual Impairment & Blindness. 104: 107-118
Saçkes M, Flevares LM, Trundle KC. (2010) Four- to six-year-old children's conceptions of the mechanism of rainfall Early Childhood Research Quarterly. 25: 536-546
Trundle KC, Bell RL. (2010) The use of a computer simulation to promote conceptual change: A quasi-experimental study Computers and Education. 54: 1078-1088
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