Research in Early Childhood Science Education

Trundle, Kathy Cabe; Saçkes, Mesut

doi:10.1007/978-94-017-9505-0

Cited by 45 publications

(6 citation statements)

References 302 publications

(522 reference statements)

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“…Okul öncesi dönemde yapılan fen etkinlikleri çocukların meraklarını desteklemeli, doğal araştırma ve inceleme yapmalarına fırsat vermeli, çocukların soru sormalarına ve çevrelerini tanımalarına imkân tanımalıdır (Landry ve Foreman, 2001;Cho, Kim ve Choi, 2003;Ünal ve Akman, 2006;Trundle, 2015).…”

Section: Introductionunclassified

Examining the Science Process Skills of Preschoolers with Regards to Teachers’ and Children’ Variables

Kuru

Akman

2017

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ÖzAnahtar Kelimeler GirişErken yıllarda çocuklar, formal ve informal olarak birçok bilimsel deneyimlerde bulunurlar. Okul öncesi dönemde bilim eğitimi, okul öncesi eğitim kurumlarında belirli program içerisinde çocukların merak ve deneyimleri doğrultusunda gerçekleşirken, aynı zamanda çocuklar, günlük yaşam içerisinde de farkında olmadan birçok bilimsel aktivitelerde bulunup bilim içerikli öğrenmeler gerçekleştirirler. Eliason ve Jenkins (2003), feni günlük yaşamın bir parçası olarak kabul edip, fen eğitiminin yaşamla ilişkilendirilerek yapılması ve eğitim programına entegre edilmesi gerektiğini belirtmişlerdir. Driver ve Bell (1986) de fenin günlük yaşamla ilişkisini, "Çocuk, blokları üst üste koyarak blokların yavaş yavaş ilerlediğini görür ve aynı zamanda gerçek yaşam içindeki bu deneyimle blokların zemin üzerindeki hareketini de gözlemleme fırsatını elde eder." şeklinde bir örnekle açıklamışlardır. Çocukların çoğu, doğa içinde deneyimde bulunmaktan, kaya parçalarını biriktirmekten, toprağı kazıp solucan bulmaktan zevk almaktadırlar. Küçük çocuklar, aktif olarak çevrelerini gözlemleyerek ve deneyimlerde bulunarak fene yönelik temel anlayışlarını gerçekleştirirler (Trundle, 2010). Çocuklardaki doğal öğrenme deneyimleri ile gerçekleşen informal öğrenmeler genellikle bir yetişkin tarafından başlatılır. Çocukların informal öğrenmelerinde yetişkinin rolü, çocuğa ilginç ve zengin bir ortam sağlamaktır. Çocuğun dokunacağı, tadacağı, duyacağı, koklayacağı ve bakacağı birçok şey ortamda var olmalı ve yetişkin çocuğun etkinliğini gözlemlemelidir (Charlesworth ve Lind, 2010;Ünal ve Akman, 2006). Bu noktadan yola okul öncesi eğitim kurumlarında yapılan fen * Bu çalışma "48-66 aylık çocukların bilimsel süreç becerileri ve matematik kavramları arasındaki ilişkinin incelenmesi" başlıklı yüksek lisans tezinden üretilmiştir.

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Section: Introductionunclassified

Examining the Science Process Skills of Preschoolers with Regards to Teachers’ and Children’ Variables

Kuru

Akman

2017

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“…Lederman et al, 2019; NASEM, 2016; OECD, 2019). Its significance is highlighted not only in elementary and secondary school science curricula (National Research Council [NRC], 2012) but also in early childhood education (ECE; French, 2004; Samarapungavan et al, 2008; Trundle & Saçkes, 2015).…”

Section: Scientific Inquiry and Learning About Scientific Inquiry In Ecementioning

confidence: 99%

“…Cultivating an initial understanding of inquiry is also a goal for science education in ECE (Gelman & Brenneman, 2004; Larimore, 2020; Ramanathan et al, 2022; Samarapungavan et al, 2015; Trundle & Saçkes, 2015). Nevertheless, the specific objectives for young children differ from those for older, more knowledgeable students.…”

Section: Scientific Inquiry and Learning About Scientific Inquiry In Ecementioning

confidence: 99%

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Schmerse,

Dominke,

Mohr

et al. 2024

Journal of Educational Psychology

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The objective of the current study was to identify an effective learning environment for kindergarten students as they acquire an initial understanding of scientific inquiry activities (SIA) and a simple (idealized) scientific inquiry cycle (SIC). The study aimed to examine (a) the effects of instructional support and (b) the role of similarity across scientific phenomena illustrating the SIA/SIC in helping children acquire an initial understanding. The study used a randomized group treatment design with children aged 5-6 years (N = 231). Similarity of scientific phenomena and specificity of instructional support related to the SIA/SIC were systematically varied across conditions. Results indicated that SIA/SIC-specific instructional support provided shortterm benefits to children's knowledge about SIA and the SIC. In addition, results suggested that similarity of scientific phenomena interacted differentially with children's prior knowledge. More knowledgeable students benefited from variation in their understanding of the SIA/SIC, while similarity helped less knowledgeable children improve their content knowledge. Educational Impact and Implications StatementThis study highlights the effectiveness of explicit instructional support focused on scientific inquiry activities (SIA) and the science inquiry cycle for children aged 5-6. The findings suggest that such targeted teaching approaches can promote a deeper understanding of the process and objectives of scientific inquiry, without compromising content knowledge. This research invites educators to rethink traditional hands-on pedagogical methods, emphasizing the importance of guiding children toward viewing science as an intentional process of information seeking, characterized by inquiry and iterative question development. Moreover, the findings underscore the potential benefit of early introduction to SIA. This study also notes the interplay between the design of learning environments, the variability of examples used, and children's prior knowledge, factors which should be carefully balanced in early science education.

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“…Certains projets développés nationalement ou à un niveau plus local mettent clairement en avant les sciences comme composante centrale de cette Early Childhood Education (Baldwin, Adams & Kelly, 2009) pour construire des connaissances et des compétences en sciences et technologies, mais aussi pour développer des compétences plus générales comme la maîtrise de la langue et un rapport au langage susceptible de faire réussir les élèves à l'école. Cette éducation scientifique précoce peut également s'inscrire dans la lutte contre la désaffection des jeunes pour les études scientifiques (Cabe Trundle & Saçkes, 2015), ou avoir des visées éducatives beaucoup plus générales liées par exemple au développement de la rationalité ou de l'esprit critique. Dans certains cas, elle peut aussi être une des voies privilégiées pour l'apprentissage du langage 3 qui est souvent un objectif prioritaire des politiques éducatives pour les enfants de cet âge.…”

Section: Les Spécificités Du Curriculum Scientifique Et Technologique...unclassified

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Quelle éducation scientifique et technologique pour des élèves de 2 à 6 ans ?

Bisault¹,

Lhoste²

2020

rdst

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Dans le contexte international, la question de l'éducation scientifique et technologique pour les élèves de 2 à 6 ans 1 connaît depuis quelques années un développement important comme en témoignent les deux livres de synthèse relatifs à la Science Education during Early Childhood (Cabe Trundle & Saçkes, 2015 ;Fleer & van Oers, 2018). L'ouvrage de synthèse de Cabe Trundle et Saçkes de 400 pages présente différentes contributions qui explorent les idées des jeunes élèves relativement aux différents domaines des sciences (Terre et univers, physique, sciences de la vie, technologie), mais également à différentes questions plus transversales comme : l'intérêt pour les sciences, la nature de la science, le développement du raisonnement logico-mathématique, le rôle du jeu dans l'apprentissage des sciences, l'investigation, l'éducation scientifique pour des élèves à besoins éducatifs particulier. Le Handbook de Fleer et van Oers de 1613 pages, après deux premières parties consacrées aux cadres 1 Comme nous allons le développer dans cette introduction, la formulation « éducation scientifique et technologique pour des élèves de 2 à 6 ans » recouvre des significations assez différentes selon les contextes institutionnels nationaux ou locaux, selon l'âge considéré et aussi selon les chercheurs qui s'y intéressent. Le terme « élève » n'est pas forcément approprié alors que le cadre est souvent qualifié de « préscolaire » dans de nombreux pays ; le terme « enfant » est souvent utilisé, même dans un cadre scolaire, parfois en même temps que le terme « élève ». Pour les institutions qui s'occupent de cette éducation, la diversité des termes utilisés reflète la diversité des situations : « école maternelle » (en France principalement), « jardin d'enfants », « préscolaire », etc. Selon les cas, le terme « enseignement » remplace ou coexiste avec le terme « éducation » et les qualificatifs « scientifique » ou « technologique » ne sont pas toujours utilisés dans les textes institutionnels ou par les différents auteurs. Tout en pointant cette diversité de termes qui reflète une diversité de réalités, de points de vue, voire de concepts théoriques, nous utiliserons, dans un souci de lisibilité, la formulation générale retenue pour le titre de cette introduction sauf quand nous ferons référence à des contextes ou des travaux particuliers pour lesquels des termes spécifiques sont plus appropriés.

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Research in Early Childhood Science Education

Cited by 45 publications

References 302 publications

Examining the Science Process Skills of Preschoolers with Regards to Teachers’ and Children’ Variables

Examining the Science Process Skills of Preschoolers with Regards to Teachers’ and Children’ Variables

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Quelle éducation scientifique et technologique pour des élèves de 2 à 6 ans ?

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