Oobleck, Cloud Dough, Popcorn, and Volcanoes: Supporting Scientific Learning through Intentional Teaching

Autor/inn/en	McFlynn, Erin; Day, Ann-Marie; Vaughan, Catherine; Young, Rachel; Maxwell, Brooke
Titel	Oobleck, Cloud Dough, Popcorn, and Volcanoes: Supporting Scientific Learning through Intentional Teaching
Quelle	In: Early Childhood Folio, 26 (2022) 2, S.20-24 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Intentional Learning; Foreign Countries; Science Education; Kindergarten; Young Children; Refugees; Immigrants; Student Centered Learning; Preschool Teachers; New Zealand + Suchen Sie Ihr Suchwort? Intentionales Lernen; Ausland; Naturwissenschaftliche Bildung; Frühe Kindheit; Flüchtling; Immigrant; Immigrantin; Immigranten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Neuseeland
Abstract	An intentional teaching approach provided a Wellington kindergarten with valuable avenues for supporting the teaching and learning of young children from refugee and immigrant backgrounds. Despite reservations about implementing this approach, teachers found that it was possible to use it in a child-centred way. The teachers' research inquiry into scientific learning provides examples of how intentional teaching supported positive and beneficial learning outcomes for young children. The inquiry highlighted the importance of slowing down, the value of repetition, the depth of child engagement in scientific activities and the significance of sensory learning. Intentional teaching was found to contribute to significant learning happening over time. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01