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ERIC Number: EJ1125880
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0300-4430
Developing a Framework of Scientific Enquiry in Early Childhood: An Action Research Project to Support Staff Development and Improve Science Teaching
McNerney, Karen; Hall, Nichola
Early Child Development and Care, v187 n2 p206-220 2017
Research in science in early childhood is an area that has not received much attention (Fleer, M., & Robbins, J. (2003). "Hit and run research" with "hit and miss" results in early childhood science education. "Research in Science Education," 33, 405-431.) and it has been reported that early children teachers lack confidence in science teaching and have a weak knowledge base. This research paper arose as part of a professional development programme at a school in England in order to develop a common understanding of science as a process of enquiry rather than a body of knowledge. Through action research, staff observed and worked with the children to develop a framework of scientific enquiry based on the eight learning dispositions that form the basis of the school's curriculum. The resulting framework of enquiry enabled staff to understand what is meant by scientific enquiry and know their role in promoting scientific thinking for the children.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A