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

Autor/inn/en	Akerson, Valarie L.; Buck, Gayle A.; Donnelly, Lisa A.; Nargund-Joshi, Vanashri; Weiland, Ingrid S.
Titel	The Importance of Teaching and Learning Nature of Science in the Early Childhood Years
Quelle	In: Journal of Science Education and Technology, 20 (2011) 5, S.537-549 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9312-5
Schlagwörter	Evidence; Childrens Literature; Scientific Principles; Young Children; Kindergarten; Grade 3; Grade 2; Grade 1; Researchers; Science Instruction; Teaching Methods; Educational Research + Suchen Sie Ihr Suchwort? Evidenz; 'Children''s literature'; Kinderliteratur; Frühe Kindheit; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Researcher; Forscher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung
Abstract	Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is "too early" to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children's literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10