Informal Science Educators Engaging Preschool-Age Audiences in Science Practices

Autor/inn/en	Plummer, Julia D.; Tanis Ozcelik, Arzu; Crowl, Michele M.
Titel	Informal Science Educators Engaging Preschool-Age Audiences in Science Practices
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 11 (2021) 2, S.91-109 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plummer, Julia D.) ORCID (Tanis Ozcelik, Arzu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2021.1898693
Schlagwörter	Informal Education; Science Teachers; Learner Engagement; Preschool Children; Science Education; Teacher Attitudes; Museums; Recreational Facilities; Science Teaching Centers; Teaching Methods + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Naturwissenschaftliche Bildung; Lehrerverhalten; Museum; Museumswesen; Museen; Freizeiteinrichtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Informal science educators' goals for preschool-age audiences (ages 3-5 years) shape how they design opportunities for children and families to learn science. However, little research has explored the opportunities provided by informal science educators for preschool-age children to engage in science practices. We invited 12 informal science educators across multiple informal science venues (including nature parks, planetaria, and science centers) in the U.S. to be interviewed and observed facilitating programs with a preschool-age audience at their venue. Using thematic analysis, we found that while four out of twelve educators in our study provided opportunities for young children to engage in science practices, the remaining programs provide only intermittent (four educators) or no opportunities (four educators) for young visitors to do science as an active, social engagement with science phenomena in the natural world. The extent to which educators designed and engaged preschool-age children in science practices was reflected in their own beliefs about how young children do science. These findings can help researchers and practitioners develop professional development to support the informal science education community to build capacity towards deepening young visitors' engagement with science as an evidence-based enterprise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01