Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills

Autor/inn/en	Hong, Soo-Young; Diamond, Karen E.
Titel	Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.295-305 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.09.006
Schlagwörter	Control Groups; Intervention; Preschool Children; Problem Solving; Teaching Methods; Scientific Concepts; Vocabulary; Science Education; Science Instruction; Early Childhood Education; Young Children + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit
Abstract	The present study examined the efficacy of two different approaches to teaching designed to facilitate children's learning about science concepts and vocabulary related to objects' floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT + EI). Participants included 104 children (51 boys) aged four to five years. Small groups of children were randomly assigned to one of the two intervention groups (RT, RT + EI) or to a control group. Responsive teaching (RT) reflects a common approach to teaching young children, and the combination approach (RT + EI) includes explicit instruction as well as responsive teaching. The two planned interventions were implemented with preschool children and provided evidence that (1) young children learned science concepts and vocabulary better when either responsive teaching or the combination of responsive teaching and explicit instruction was used; (2) children in the combined intervention group learned more science concepts and vocabulary and more content-specific scientific problem-solving skills than children in either the responsive teaching or control groups. Limitations, future directions, and implications for practice are also discussed. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10