Science of Materials: A Case Study of Intentional Teaching in the Early Years

Autor/inn/en	Hackling, Mark; Barratt-Pugh, Caroline
Titel	Science of Materials: A Case Study of Intentional Teaching in the Early Years
Quelle	In: Teaching Science, 58 (2012) 2, S.14-19 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Foreign Countries; Educational Change; Science Instruction; Peer Teaching; Science Materials; Intentional Learning; Case Studies; Educational Opportunities; Hands on Science; Scaffolding (Teaching Technique); Teaching Methods; Instructional Innovation; Construction (Process); Task Analysis; Sequential Approach; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Peer group teaching; Peer Group Teaching; Intentionales Lernen; Case study; Fallstudie; Case Study; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Aufbau; Konstruktion; Aufgabenanalyse; Schrittfolge; Australien
Abstract	Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on exploration of materials supported with carefully scaffolded discourse and representation with some peer tutoring provided rich learning opportunities for these pre-primary/foundation students. (Contains 5 figures.) (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10