Typical Didactical Activities in the Greek Early-Years Science Classroom: Do They Promote Science Learning?

Autor/inn/en	Kallery, Maria; Psillos, Dimitris; Tselfes, Vassilis
Titel	Typical Didactical Activities in the Greek Early-Years Science Classroom: Do They Promote Science Learning?
Quelle	In: International Journal of Science Education, 31 (2009) 9, S.1187-1204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Preschool Children; Science Instruction; Teaching Methods; Thinking Skills; Critical Thinking; Foreign Countries; Epistemology; Learning Activities; Relevance (Education); Inquiry; Instructional Effectiveness; Science Activities; Physics; Biology; Scientific Concepts; Observation; Greece + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kritisches Denken; Ausland; Erkenntnistheorie; Lernaktivität; Relevance; Relevanz; Unterrichtserfolg; Physik; Biologie; Beobachtung; Griechenland
Abstract	This paper presents an epistemological analysis of typical didactical activities noted in early-years science lessons, which was carried out in an attempt to diagnose the extent to which the teaching practices adopted by early-years educators are successful in supporting young children's understanding in science. The analysis of didactical activities used a framework that allowed us to discover whether they promoted desired connections between theoretical ideas, evidence and the material world. Theoretical ideas, evidence and the material world are entities internal to scientific inquiry and, in educational contexts, connections between them are considered essential in assisting the development of young children's scientific thinking. The results indicated that in the early-years science classroom scientific activity was mainly confined to the representational level. Intervention practices into the material world were limited, and were based on collected evidence. No interventions based on ideas were identified in the science lessons. Missing links between evidence and theory and between ideas and the material world suggest that the didactical activities analysed did not promote scientific understanding. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10