3"H"s Education: Examining Hands-On, Heads-On and Hearts-On Early Childhood Science Education

Autor/inn/en	Inan, Hatice Zeynep; Inan, Taskin
Titel	3"H"s Education: Examining Hands-On, Heads-On and Hearts-On Early Childhood Science Education
Quelle	In: International Journal of Science Education, 37 (2015) 12, S.1974-1991 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1060369
Schlagwörter	Foreign Countries; Early Childhood Education; Science Education; Hands on Science; Learner Engagement; Active Learning; Qualitative Research; Learning Activities; Preschool Children; Inquiry; Student Interests; Developmentally Appropriate Practices; Constructivism (Learning); Ethnography; Creativity; Teaching Methods; Learning Centers (Classroom); Turkey + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Naturwissenschaftliche Bildung; Aktives Lernen; Qualitative Forschung; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Studieninteresse; Entwicklungsbezogene Bildung; Ethnografie; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsdifferenzierung; Türkei
Abstract	Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here "Hands-Heads-Hearts-on Science Education". The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01