NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828450
Record Type: Journal
Publication Date: 2007-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1090-1027
Assignments as a Pedagogical Tool in Learning to Teach Science: A Case Study
Garbett, Dawn L.
Journal of Early Childhood Teacher Education, v28 n4 p381-392 Oct 2007
Fostering student teachers' confidence and competence to teach science in early childhood settings is a complex and challenging task for teacher educators situated in university classrooms. The research reported in this paper is based on an analysis of 3rd-year early childhood student teachers' assignments. The assignment required them to interview young children in order to find out what the children knew about a specified science topic. Three themes emerged from a constant comparison analysis. The first was the artificiality of the situation as constrained by the task. The second was the importance of sound subject knowledge in being able to ask questions of the children that were not misleading or difficult to answer. The third theme encompassed the difficulties associated with engaging young children in meaningful conversations. As a result of this analysis, the assignment task was modified to enable student teachers to work in more pedagogically appropriate and authentic ways.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A