Developing a Framework of Scientific Enquiry in Early Childhood: An Action Research Project to Support Staff Development and Improve Science Teaching

Autor/inn/en	McNerney, Karen; Hall, Nichola
Titel	Developing a Framework of Scientific Enquiry in Early Childhood: An Action Research Project to Support Staff Development and Improve Science Teaching
Quelle	In: Early Child Development and Care, 187 (2017) 2, S.206-220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1237564
Schlagwörter	Science Education; Early Childhood Education; Action Research; Faculty Development; Foreign Countries; Inquiry; Teacher Role; Scientific Concepts; Concept Formation; Kindergarten; Teaching Methods; Observation; Thinking Skills; Skill Development; Teamwork; Problem Solving; Prediction; Questioning Techniques; United Kingdom (England) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Projektforschung; Ausland; Lehrerrolle; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Vorhersage; Befragungstechnik; Fragetechnik
Abstract	Research in science in early childhood is an area that has not received much attention (Fleer, M., & Robbins, J. (2003). "Hit and run research" with "hit and miss" results in early childhood science education. "Research in Science Education," 33, 405-431.) and it has been reported that early children teachers lack confidence in science teaching and have a weak knowledge base. This research paper arose as part of a professional development programme at a school in England in order to develop a common understanding of science as a process of enquiry rather than a body of knowledge. Through action research, staff observed and worked with the children to develop a framework of scientific enquiry based on the eight learning dispositions that form the basis of the school's curriculum. The resulting framework of enquiry enabled staff to understand what is meant by scientific enquiry and know their role in promoting scientific thinking for the children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01