Exploring the Classroom: Teaching Science in Early Childhood

Autor/inn/en	Dejonckheere, Peter J. N.; De Wit, Nele; Van de Keere, Kristof; Vervaet, Stephanie
Titel	Exploring the Classroom: Teaching Science in Early Childhood
Quelle	In: International Electronic Journal of Elementary Education, 8 (2016) 4, S.537-558 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Science Instruction; Early Childhood Education; Inquiry; Teaching Methods; Thinking Skills; Comparative Analysis; Control Groups; Experimental Groups; Pretests Posttests; Play; Problem Solving; Preschool Education; Learning Activities; Scientific Concepts; Intervention; Program Effectiveness; Foreign Countries; Statistical Analysis; Preschool Children; Multivariate Analysis; Belgium + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Spiel; Problemlösen; Pre-school education; Vorschulerziehung; Lernaktivität; Ausland; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Multivariate Analyse; Belgien
Abstract	This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01