Science Literacy in Primary Schools and Pre-SchoolsSpringer Science & Business Media, 2006 M08 12 - 174 pages Science is more than a compilation of facts and figures, although one would not know that from observing classroom lessons in science in elementary schools in many parts of the world. In fact, there are those who argue that science is not appropriate subject content for the early grades of elementary school. There are many schools in which science is simply not present in the earliest grades. Even where science is taught in the earliest grades, it is often a caricature of science that is p- sented to the children. This book offers a vigorous, reasoned argument against the perspective that s- ence doesn’t belong in the early grades. It goes beyond that in offering a view of s- ence that is both appropriate to the early grades and faithful to the nature of the scientific enterprise. Dr. Eshach is not a voice in the chorus that claims young ch- dren’s developmental lack of readiness for such study. He believes, as do I, that in order to learn science one must do science. At the heart of the doing of science is the act of exploration and theory formation. To do science, we must explore the ways in which the world around us looks, sounds, smells, feels, and behaves. |
Contents
How Should Science Be Taught in Early Childhood? | 29 |
When Learning Science By Doing Meets Design and Technology | 55 |
The Inquiry Events Method as a Tool | 85 |
Formal | 115 |
Matome | 143 |
Author index | 161 |
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ability According approach argue artifact asked aspects attitudes toward science balloon case-based reasoning chapter child children to science cognitive concept maps connections context creativity curriculum design and technology discussion domains elementary school ence example exhibits experience explain Feynman’s Gardner Howard Gardner hypotheses idea IE method important influence informal learning Inquiry Event interaction Journal of Research kibbutz kindergarten teacher language learners learning environments means Metz nature non-formal learning objects out-of-school learning parachute parcel participants Piaget presented problem solving problem-based learning questions Reggio Emilia Research in Science science activities science and technology science center science education science museums science teaching scientific concepts scientific fieldtrips scientific kindergarten scientific models scientific reasoning scientific thinking situated learning situations skills social constructivism specific strategies system thinking tasks teach science theory thought experiments topics understanding via technology visitors visual young children Zohar