共查询到20条相似文献，搜索用时 31 毫秒
1.
Anita Roychoudhury 《Cultural Studies of Science Education》2014,9(2):305-315
In this paper I discuss the challenges of teaching science concepts and discourse in preschool in light of the study conducted by Kristina Andersson and Annica Gullberg. I then suggest a complementary approach to teaching science at this level from the perspective of social construction of knowledge based on Vygotsky’s theory (1934/1987). In addition, I highlight the importance of the relational aspect of knowing using feminist standpoint theory (Harding 2004). I also draw from feminist research on preservice elementary teachers’ learning of science to further underscore the connection between learning content and everyday experiences. Combining these research strands I propose that science needs to be grounded in everyday experiences. In this regard, the idea is similar to the choices made by the teachers in the study conducted by Andersson and Gullberg but I also suggest that the everyday experiences chosen for teaching purposes be framed appropriately. In and of itself, the complexity of everyday experiences can be impediment for learning as these researchers have demonstrated. Such complexities point to the need for framing of everyday experiences (Goffman 1974) so that children can do science and construct meaning from their actions. In the conclusion of my discussion of science and its discourse in preschool settings, I provide examples of everyday experiences and their framings that have the potential for engaging children and their teachers in science. 相似文献
2.
When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献
3.
Leah D. Adams 《Early Childhood Education Journal》1991,18(3):4-7
“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind. 相似文献
4.
Pia Williams Sonja Sheridan Anette Sandberg 《Early Years: An International Journal of Research and Development》2014,34(3):226-240
The aim is to investigate Swedish preschool teachers’ accounts of children’s learning in relation to the goals in the Swedish preschool curriculum. The research question is: “What do preschool teachers see as fundamental aspects of learning in preschool practice?” The study is based on interactionist perspectives founded in Urie Bronfenbrenner’s ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice: children’s learning of social knowledge and children’s learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children’s learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children’s learning and development in a long-term perspective. 相似文献
5.
Carol Seefeldt 《Early Childhood Education Journal》1985,13(2):22-25
“What did you do in school today?” asks the eager, interested parent. “We played,” responds the child. Parents have a right to know what their children are doing when in a day care center, nursery school, or kindergarten, and teachers have the responsibility to communicate what happens during the day children spend in a center. 相似文献
6.
Research Findings: This paper reports on children's use of science materials in preschool classrooms during their free choice time. Baseline observations showed that children and teachers rarely spend time in the designated science area. An intervention was designed to “market” the science center by introducing children to 1 science tool, the balance scale. Baseline measures showed that children did not know the scale's name or function. The intervention was expected to increase children's use of the science area and their knowledge about the scale. Children's voluntary presence and exploration in the science area increased after the balance scale intervention compared to in comparison classrooms. Furthermore, children who participated in this intervention demonstrated improved knowledge about the scale's function, whereas students in the comparison group did not. Practice or Policy: Adults can increase children's autonomous exploration of science tools and materials, and their knowledge about them, by offering particular kinds of large-group learning experiences. 相似文献
7.
Jennifer Wofford 《Journal of Science Education and Technology》2009,18(1):29-36
Computing is anticipated to have an increasingly expansive impact on the sciences overall, becoming the third, crucial component of a “golden triangle” that includes mathematics and experimental and theoretical science. However, even more true with computing than with math and science, we are not preparing our students for this new reality. It is appropriate and compelling therefore to consider how computer science can be fundamentally integrated into science education. This study is a ten-year review (1998–2008) of the Journal of Science Education and Technology, with the following research questions in mind: What are the intersections at the K-16 level between science and computing? What do K-16 science educators already know about the newly emerged field, computational science? 相似文献
8.
Miguel M. Licona 《Cultural Studies of Science Education》2013,8(4):859-872
In this case study, I use an ethnographic-style approach to understand the funds of knowledge of immigrant families living in colonias on both sides of the US/Mexico border. I focus on how these “knowledges” and concomitant experiences impact the ways we perceive and treat immigrant students who have all too often been viewed through deficit lenses that relegate them to the lowest expectations and outcomes in the classroom. I find that Mexican and Mexican-American families hold unusually sophisticated and relevant “knowledges” to mitigate their everyday lives. In this paper, I will refer to citizens of Mexico, whether they reside in Mexico or have crossed to the United States legally or without documentation for purposes of work, as Mexican. People who have crossed the border and are living in the US as legal residents or have gained citizenship are referred to as Mexican-Americans. They live a hybrid identity that is varied and dynamic, an issue that adds to the complexity of the content and contexts of this study. These families know and use these “knowledges” on a daily basis, yet they are not recognized by teachers in the US as a starting point to affirm and support immigrant children. Instead, immigrant children are relegated to the non-gifted and lower track classes where science is taught from an abstract and non-contextual and therefore less engaged basis. The approach I outline here, based on insights from my case study, can greatly improve teachers’ abilities to prepare their curricula for diversity in science education and science literacy as well as for broad expectations for student success. 相似文献
9.
This article studies the views and practices of a group of secondary school science teachers toward lesson planning. The two main questions posed are: “What do teachers do when they prepare their lessons?” and “What do teachers think of their own planning?” We describe the decisions made by the teachers, the things they take into account, what they give most importance to, the time spent, the source of their knowledge, and how they evaluate the results. The information was obtained by structured personal interviews, which were compared with reports written by the teachers. Our findings led us to reflect on ways in which lesson planning may be introduced into training programs. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 493–513, 1999 相似文献
10.
Elaine V. Howes 《科学教学研究杂志》2002,39(9):845-869
Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 845–869, 2002 相似文献
11.
An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students 总被引：1，自引：0，他引：1
Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students’ interests in participating in opportunities to do real science? What are the discursive resources they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources—or, more specifically and technically, the interpretative repertoires—teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the “big picture” of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers with a better understanding of how specific forms of discourse—i.e., the repertoires—can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science. 相似文献
12.
13.
Duane A. Whitbeck 《Early Childhood Education Journal》1989,16(3):18-20
Now you've done it — agreed to give a workshop or presentation. The self-doubts begin. “I don't know anything more than they do.” “I'm not good in front of a group.” “What if they ask a question I can't answer?” All of the above are common concerns presenters have about themselves and their skills. 相似文献
14.
Marit Alvestad 《International Journal of Early Years Education》2004,12(2):83-97
Norway recently adopted a National Framework Plan for Preschools. In this study, the central questions are: what does a Framework Plan for one to five year olds mean to the preschool teachers and their educational work with children? What are preschool teachers' understandings of the concept of learning in their educational planning and practice, and how is this related to the Framework Plan? How do preschool teachers understand the central content and strategies in the Framework Plan and in their own practical work? The results are based on empirical data from in‐depth interviews with eight Norwegian preschool teachers. 相似文献
15.
In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a “misconception” concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge. 相似文献
16.
17.
Anne M. Phelan 《Interchange》1996,27(3-4):331-348
18.
This study attempts to explore and discuss preschool teachers’ perception of gender differences in young children through their verbal expression. The teachers (Study I, n —121, Study II, n= 31) in this study perceive female preschoolers as positive and sensitive learners. While many learner qualities such as inventive, problem‐solver, builder, hands‐on, questioning, etc. are identified more often for boys than girls, overall the teachers’ perception of the boys’ group is less “teachable” and “easy to work with” than the girls group. In addition, one of the most intriguing and concerning observations is that girls are perceived as “passive learners” and therefore they are more “teachable” than boys. As implications of the study, the paper discusses an important understanding of gender‐fair and gender‐congruent pedagogical awareness for developmentally and culturally appropriate practice in early childhood education. This study was originally presented at the 1999 AERA Annual Meeting, April 19‐23, Montreal, Canada, and was titled Examination of Preschool Teachers’ Biased Perception on Gender Difference. 相似文献
19.
The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4–9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: “What characterizes flipped classroom instruction according to the teachers?” and “What objectives do the flipped classroom meet according to the teachers?” Regarding the first research question, a characteristic of a flipped classroom was “the flip,” a task to be accomplished outside the classroom before class. In relation to the second research question we found three objectives: Student activity in class; Educational change; Being part of a digital learning community. 相似文献
20.
Jill Robbins 《Research in Science Education》2005,35(2-3):151-172
How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article. 相似文献