Science in Early Childhood Education
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Name: Ngatokorua Maxwell Student ID: 481 Course: Early Childhood Research (Upgrade NZTC) Course Code: B411a
Science in Early Childhood Education
This research focuses on science in early childhood education, because as an educator I have always had an interest in science and I often wonder whether I am teaching this topic effectively and correctly for the children. I will define ‘What is science? And I will use a minimum of six articles relating to my topic. What is Science? Duschl, Schweingruber, & Shouse, defines science, Science is both a body of knowledge that represents current understanding of natural systems and the process whereby that body of knowledge has been established and is continually extended, refined, and revised. Both elements are essential: one cannot make progress in science without an understanding of both. Likewise, in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised. (Duschl, Schweingruber, & Shouse, 2007, p. 26)
Dodge, Colker & Heroman (2002) state that science is an active process of inquiry and investigation, not a static table of collections. It is a way of thinking and acting, asking questions, and solving problems ( p. 49). Before turning to a deeper discussion of science for the very
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Name: Ngatokorua Maxwell Student ID: 481 Course: Early Childhood Research (Upgrade NZTC) Course Code: B411a
young, it is helpful to describe our view of science. Science is to understand the natural world through a process known as scientific inquiry. Scientific knowledge helps us explain the world around us, such as why water evaporates and plants grow in particular locations, what causes disease, and how electricity works. There is a growing understanding in this topic, but unfortunately many early childhood teachers are unprepared to promote science inquiry and learning in the classrooms. Science can be exciting, and
Name: Ngatokorua Maxwell Student ID: 481 Course: Early Childhood Research (Upgrade NZTC) Course Code: B411a
Science in Early Childhood Education
This research focuses on science in early childhood education, because as an educator I have always had an interest in science and I often wonder whether I am teaching this topic effectively and correctly for the children. I will define ‘What is science? And I will use a minimum of six articles relating to my topic. What is Science? Duschl, Schweingruber, & Shouse, defines science, Science is both a body of knowledge that represents current understanding of natural systems and the process whereby that body of knowledge has been established and is continually extended, refined, and revised. Both elements are essential: one cannot make progress in science without an understanding of both. Likewise, in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised. (Duschl, Schweingruber, & Shouse, 2007, p. 26)
Dodge, Colker & Heroman (2002) state that science is an active process of inquiry and investigation, not a static table of collections. It is a way of thinking and acting, asking questions, and solving problems ( p. 49). Before turning to a deeper discussion of science for the very
1
Name: Ngatokorua Maxwell Student ID: 481 Course: Early Childhood Research (Upgrade NZTC) Course Code: B411a
young, it is helpful to describe our view of science. Science is to understand the natural world through a process known as scientific inquiry. Scientific knowledge helps us explain the world around us, such as why water evaporates and plants grow in particular locations, what causes disease, and how electricity works. There is a growing understanding in this topic, but unfortunately many early childhood teachers are unprepared to promote science inquiry and learning in the classrooms. Science can be exciting, and
References: An evaluation toolkit for e-library development. (2006). Interviews. Retrieved 25th March 2013 from the web: http://www.evalued.bcu.ac.uk Bell, J. (2005). Doing your research project. (4th Ed). United Kingdom: Open University Press. Jenkins, P. (1999). Surveys and questionnaires. Wellington, New Zealand council for educational research. Lodico, M.G; Spaulding, D.T; & Voegtle, K.H. (2006). Methods in educational research: from theory to practice. Jossey-Bass: A Wiley Imprint: San Francisco: United States of America. Punch, K.F. (2001). Introducation to social research: Quantitative and qualitative approaches. London: Sage Publications. Robinson, V; & Lai, M.K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Thousand Oaks, CA: Corwin Press. Trochim, W.M. (2006). The research methods knowledge base. (2nd Ed). Retrieved 25th March 2013 from the web: http://www.socialresearchmethods.net/kbl. Writing guides survey research. (n.d). Advantages and disadvantages of the survey method. Retrieved: 25th March 2013 from the web: http://writing.colostate.edu/guides/research/survey. 16