Creative Little Scientists: Exploring Pedagogical Synergies between Inquiry-Based and Creative Approaches in Early Years Science

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Autor/inn/en	Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley; Stylianidou, Fani
Titel	Creative Little Scientists: Exploring Pedagogical Synergies between Inquiry-Based and Creative Approaches in Early Years Science
Quelle	In: Education 3-13, 43 (2015) 4, S.404-419 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1020655
Schlagwörter	Science Instruction; Inquiry; Creative Teaching; Creativity; Foreign Countries; Preschool Education; Elementary Education; Preschool Children; Elementary School Students; Primary Education; Qualitative Research; Case Studies; Observation; Audio Equipment; Interaction; Video Technology; Interviews; Preschool Teachers; Learning Activities; Elementary School Science; Play; Student Motivation; Cooperative Learning; Problem Solving; Thinking Skills; Scaffolding (Teaching Technique); Cross Cultural Studies; Belgium; European Union; Finland; France; Germany; Greece; Malta; Portugal; Romania; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Ausland; Pre-school education; Vorschulerziehung; Elementarunterricht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Primarbereich; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Audio-CD; Interaktion; Interviewing; Interviewtechnik; Erzieher; Erzieherin; Kindergärtnerin; Lernaktivität; Spiel; Schulische Motivation; Kooperatives Lernen; Problemlösen; Denkfähigkeit; Cultural comparison; Kulturvergleich; Belgien; Finnland; Frankreich; Deutschland; Griechenland; Rumänien
Abstract	In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011-2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3-8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive-inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01