Supporting Scientific Conceptual Consciousness or Learning in "A Roundabout Way" in Play-Based Contexts

Autor/in	Fleer, Marilyn
Titel	Supporting Scientific Conceptual Consciousness or Learning in "A Roundabout Way" in Play-Based Contexts
Quelle	In: International Journal of Science Education, 31 (2009) 8, S.1069-1089 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Teacher Characteristics; Preschool Teachers; Self Esteem; Educational Philosophy; Teaching Methods; Science Education; Play; Preschool Children; Concept Formation; Science Activities; Early Childhood Education; Rural Schools; Case Studies + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-esteem; Selbstaufmerksamkeit; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Spiel; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Concept learning; Begriffsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study
Abstract	Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers' confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children's concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children's science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children's scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play-based contexts, children will generate their own imaginary, often non-scientific, narratives for making sense of the materials provided. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10