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Abstract
The relationship between children's epistemological beliefs and their understandings of the processes of science was explored in this study. In addition, changes in children's understanding of science when exposed to remote scientists doing science was investigated.
The context for the study was a self-contained, multi-level elementary Colorado classroom (combined second, third and fourth grades, $n=22).$ Two Colorado classroom teachers collaborated with scientists in New Jersey, via computer-mediated video teleconferencing over ISDN lines, providing Science instruction for this distance education experience.
Data on the children's understanding of science were gathered using a drawing/interview process. Coding was developed according to categories based on the National Science Education Standards (1996). Students were found to have increased their understanding of science based in this brief contact with scientists. Results of the epistemological investigation were inconclusive. Further study, with a larger sample size, was recommended.
