ERIC Number: EJ877871
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 0
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.
Descriptors: Grade 2, Science Education, Early Childhood Education, Preschool Teachers, Teacher Student Relationship, Science Instruction
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 2; Preschool Education
Authoring Institution: N/A