The Importance of Teaching and Learning Nature of Science in the Early Childhood Years

Akerson, Valarie L.; Buck, Gayle A.; Donnelly, Lisa A.; Nargund-Joshi, Vanashri; Weiland, Ingrid

doi:10.1007/s10956-011-9312-5

Cited by 102 publications

(70 citation statements)

References 6 publications

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“…For that reason, the teachers often argued that they should be avoided in the earlier years (c.f. Akerson et al 2011;Leden et al 2015). Despite this, the teachers suggested some issues from these themes that could be comprehensible to younger children.…”

Section: Maturity and Experiencementioning

confidence: 98%

“…He argues that students in the early stages of Perry's developmental model need more guided structures and experiential learning than students in later stages. Furthermore, in science education research literature, subjective and socio-cultural aspects of science are often described as more difficult for young children to grasp than other NOS aspects (Akerson et al 2011).…”

Section: Research On Nos Progressionmentioning

confidence: 99%

“…AbdEl-Khalick (2012), for example, provides rather general and un-complex suggestions for the early years. Other studies (e.g., Akerson et al 2011) discuss socio-cultural aspects of science as particularly difficult to introduce to the youngest students. In contrast, the teachers in this study sometimes suggest what they themselves describe as abstract and complex issues at earlier stages, since they argue that there are gains to be made by starting early (see also below).…”

Section: Teachers' Suggestionsmentioning

confidence: 99%

“…This is in line with stage theory and could perhaps lead to unnecessary restrictions/constraints to NOS teaching in general (Bell 2006) and to NOS teaching for younger students and certain NOS themes. We know from previous studies (e.g., Akerson et al 2011) that subjective and socio-cultural aspects of science are often considered more appropriate for later stages in the school system. There could, however, be some reason to problematize this notion.…”

Section: Teachers' Rationalesmentioning

confidence: 99%

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Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Leden

Hansson

2017

Res Sci Educ

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The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.

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Section: Maturity and Experiencementioning

confidence: 98%

Section: Research On Nos Progressionmentioning

confidence: 99%

Section: Teachers' Suggestionsmentioning

confidence: 99%

Section: Teachers' Rationalesmentioning

confidence: 99%

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Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Leden

Hansson

2017

Res Sci Educ

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“…öğretmenlerin bu konularda gerekli bilgi ve beceriye sahip olması, nitelikli sınıf ortamlarını organize edebilmesi ve kullanabilmesi gereklidir (Akerson, Buck, Donnelly, Nargund ve Weiland, 2011;Lederman, 2007). Bu alanda yapılan araştırmalar öğretmenlerin bilimin doğası hakkında uygun bilgilere sahip olmalarına rağmen bu bakış açılarını çoğunlukla sınıflarında yansıtamadıklarını göstermiştir (Lederman, 1999;Zeidler ve Lederman, 1989).…”

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Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Kaya

Şardağ

Çakmakçı

et al. 2016

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Bu çalışmanın amacı, doğrudan-yansıtıcı yaklaşım ile bilimin doğası öğretiminde öğretmenlerin kullandıkları söylem desenleri ve iletişim yaklaşımlarının belirlenmesidir. Araştırma uzun sureli mesleki gelişim programı ile öğretmenlerin bilimin doğası öğretimi açısından sınıf içi uygulamalarını desteklemeyi amaçlayan bir araştırma projesi kapsamında gerçekleştirilmiştir. Araştırmanın amacı doğrultusunda sınıf içi söylem desenleri ve iletişim yaklaşımlarını belirlemek için söylem analizi kullanılmıştır. Analizler için projeye katılan 22 öğretmenden 8'inin sınıf içi sesli ve görüntülü ders kayıtları kullanılmıştır. Bu kayıtlar içerisinden öğretmen ve öğrencilerin diyaloglarının bulunduğu toplam 507 dakikalık diyaloglar analiz edilmiştir. Araştırma sonuçlarına göre, öğretmenlerin doğrudan-yansıtıcı yaklaşım ile bilimin doğasının öğretiminde 3 farklı söylem deseni (Üçlü, Zincir, Bitişik sözce) ve 3 farklı iletişim yaklaşımı (Etkileşimli ve Diyaloglu, Etkileşimli ve Otoriter, Etkileşimli Olmayan ve Otoriter) kullandığı belirlenmiştir. Söylem desenleri acısından en çok kullanılan desenin üçlü desen (başlatma-yanıtlama-değerlendirme), iletişim yaklaşımları acısından ise etkileşimli ve otoriter yaklaşım olduğu görülmüştür. Bu çalışmadaki analiz türleri ve bulgular bilimin doğası öğretiminde doğrudan-yansıtıcı yaklaşımının daha etkili kullanılması açısından literatüre katkı sağlayacaktır.

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Teaching and Learning Science in Early Childhood Care and Education

Akerson

2019

The Wiley Handbook of Early Childhood Care and Education

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The Importance of Teaching and Learning Nature of Science in the Early Childhood Years

Cited by 102 publications

References 6 publications

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Teaching and Learning Science in Early Childhood Care and Education

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