NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1235252
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Teaching Science through Stories: Mounting Scientific Enquiry
Salehjee, Saima
Early Child Development and Care, v190 n1 p79-90 2020
Early years science curriculum in England requires teachers to incorporate scientific enquiry in their classrooms. However, teachers perceive science teaching to be challenging because of their lack of subject knowledge. This paper aims to develop an understanding of science as an enquiry rich subject rather than a plethora of scientific knowledge. In this paper, I will present a model of Enquiry Based Learning (EBL) that can be introduced in early years teaching and learning practices. This presentation of the EBL model will then lead to a discussion on the benefits of using children's stories to scaffold the process of scientific enquiry. Finally, I will present three example scenarios from the stories of Curious George, Charlie and the Chocolate Factory and The Wizard of Oz, to support early year practitioners to include scientific enquiry practices as an integral part of their day-to-day planning and delivery of lessons.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; 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