Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley; Stylianidou, Fani

doi:10.4324/9781315617305-6

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…Although SRL skills can be fostered by various subject domains (Jacob, 2020), early science learning, in particular, capitalizes on young children's innate curiosity and supports children's autonomy and problem-solving skills, which are all essential components of SRL (Cremin et al, 2018). The positive association between science teaching environment quality and children's SRL in our study, although interesting, did not warrant causation.…”

Section: Early Science Education and Children's Srlcontrasting

confidence: 60%

“…Science learning activities capitalize on young children's innate curiosity, promote autonomy, and foster metacognitive thinking and problem-solving skills, all of which are essential components of SRL (Cremin et al, 2018). Additionally, with the absence of standardized testing, early childhood teachers have more degrees of freedom to pursue science activities driven by children's interests as compared to their counterparts in higher grades, making science learning uniquely suited for early childhood education (Tippett & Milford, 2017).…”

Section: Srl and Early Sciencementioning

confidence: 99%

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Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Preprint

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The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S. participated in this mixed methods study between August 2022 and May 2023. Children’s and teachers’ pretest and posttest data were collected using validated observation tools, surveys, and reflection journals. Results from repeated measure ANOVA and linear mixed regression showed that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subject and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicated the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focused on reflective thinking and a holistic understanding of science concepts and process skills.

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Section: Early Science Education and Children's Srlcontrasting

confidence: 60%

Section: Srl and Early Sciencementioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Preprint

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“…Outdoor play of all kinds and socio‐dramatic play were particularly effective contexts” (p. 349). In a study of science activities in early childhood settings across nine countries, Cremin, Glauert, Craft, Compton, and Stylianidou () identified synergies between inquiry‐based and creative approaches, pointing to links between creativity and problem solving, dialogue, play, reasoning and reflection.…”

Section: Makerspaces and Teacher Professional Learningmentioning

confidence: 99%

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Stevenson¹,

Bower²,

Falloon³

et al. 2019

Brit J Educational Tech

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Michael Stevenson has been a postdoctoral research fellow in the Department of Educational Studies at Macquarie University. His research examines how professional learning can be best designed and implemented to optimise teacher capacity in the use of technology for learning and teaching. Matt Bower is an associate professor of learning technologies in the Department of Educational Studies at Macquarie University. His research focuses on how contemporary technologies such as augmented reality, virtual worlds and Web 2.0 tools can be most effectively used to support cognitive development and collaborative learning. Garry Falloon is presently professor of Digital Learning and associate dean-International in the Faculty of Human Sciences at Macquarie University. His research interests include STEM school leadership and curriculum and learning design, coding in early years education and mobile device use in primary schools. Anne Forbes is a senior lecturer in STEM Education (Primary and Early Years) in the Department of Educational Studies at Macquarie University. Her research primarily focuses on ways to improve the implementation of science education through participation in Communities of Science Practice. Maria Hatzigianni is a lecturer in Early Childhood Education at the University of Melbourne with a research focus on the use of digital technologies by young children and early childhood teachers. The author has a special interest in the associations of technology with children's socioemotional development, as well as parents' and teachers' beliefs around technology use by young children. AbstractMakerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers' confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers' confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and...

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“…Children are born inquisitive and eager to learn through hands-on exploration [52,53]. Science learning activities capitalize on young children's innate curiosity, promote autonomy, and foster metacognitive thinking and problem-solving skills, all of which are essential components of SRL [54]. Additionally, with the absence of standardized testing, early childhood teachers have a higher degree of freedom to pursue science activities driven by children's interests as compared to their counterparts in higher grades, making science learning uniquely suited for early childhood education [55].…”

Section: Srl and Early Science Learningmentioning

confidence: 99%

“…Previous research also indicates that some early childhood science activities are hands-on but not "minds-on"; in other words, teachers tend to pay more a ention to the pragmatics of the science activity than how children can make sense of what is being performed [76,77]. Inquiry-based science learning activities, for example, require learners to propose predictions by drawing on existing knowledge and form conclusions by comparing hypotheses with evidence gathered during investigations [54]. The cognitive skills involved in inquiry based learning are still developing in preschool and kindergarten children [16], which may impede their ability to construct accurate understanding from inquiry learning activities [68].…”

Section: Current State Of Science Learning In Early Childhood Educati...mentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

View full text Add to dashboard Cite

The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

show abstract

Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Abstract: Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404-419. For guidance on citations see FAQs.

Cited by 9 publications

References 7 publications

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

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