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ERIC Number: EJ877871
Record Type: Journal
Publication Date: 2010-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Creating Participatory Discourse for Teaching and Research in Early Childhood Science
Siry, Christina A.; Lang, Diane E.
Journal of Science Teacher Education, v21 n2 p149-160 Mar 2010
This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this discussion lies the desire to provide a space for teachers and children to develop relationships and to explore the learning of science together. Themes that emerged include: (1) on-going, focused, critical dialogue between children and teachers supported children in developing agency in the classroom, and (2) on-going conversations created the opportunity for children to reveal their ways of knowing and developing interpretations of the practice of science.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 2; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A