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Autor/inSalehjee, Saima
TitelTeaching Science through Stories: Mounting Scientific Enquiry
QuelleIn: Early Child Development and Care, 190 (2020) 1, S.79-90 (12 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Salehjee, Saima)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0300-4430
DOI10.1080/03004430.2019.1653554
SchlagwörterScience Instruction; Inquiry; Story Telling; Foreign Countries; Active Learning; Scaffolding (Teaching Technique); Childrens Literature; Educational Benefits; Scientific Literacy; Science Curriculum; Young Children; Primary Education; Early Childhood Teachers; United Kingdom (England)
AbstractEarly years science curriculum in England requires teachers to incorporate scientific enquiry in their classrooms. However, teachers perceive science teaching to be challenging because of their lack of subject knowledge. This paper aims to develop an understanding of science as an enquiry rich subject rather than a plethora of scientific knowledge. In this paper, I will present a model of Enquiry Based Learning (EBL) that can be introduced in early years teaching and learning practices. This presentation of the EBL model will then lead to a discussion on the benefits of using children's stories to scaffold the process of scientific enquiry. Finally, I will present three example scenarios from the stories of Curious George, Charlie and the Chocolate Factory and The Wizard of Oz, to support early year practitioners to include scientific enquiry practices as an integral part of their day-to-day planning and delivery of lessons. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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