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Barenthien, Julia; Oppermann, Elisa; Steffensky, Mirjam; Anders, Yvonne – European Early Childhood Education Research Journal, 2019
Science is an important domain in early childhood education. Though, initial results indicate that preschool teachers rarely offer science activities. Against this background professional development aims to encourage preschool teachers to provide science activities more frequently. In Germany, professional development is often offered as…
Descriptors: Foreign Countries, Science Education, Early Childhood Education, Preschool Teachers
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Vartiainen, Jenni; Kumpulainen, Kristiina – European Early Childhood Education Research Journal, 2020
Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of "scientific play" during children's inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a five-week…
Descriptors: Science Education, Play, Inquiry, Active Learning
Campbell, Coral, Ed.; Jobling, Wendy, Ed.; Howitt, Christine, Ed. – Cambridge University Press, 2018
Science education is crucial to young children's discovery and understanding of the world around them. This third edition of Science in Early Childhood has been substantially updated to include the most current research, bringing together an author team of respected science education researchers from across Australia. New chapters address changing…
Descriptors: Science Education, Early Childhood Education, STEM Education, Culturally Relevant Education
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Hast, Michael – International Education Studies, 2017
For some time a central issue has occupied early science education discussions--primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of…
Descriptors: Elementary School Teachers, Technology Uses in Education, Foreign Countries, Teacher Attitudes
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Chen, Yu-Ting – Australasian Journal of Early Childhood, 2020
Aesthetic education can be integrated into students' everyday lives and into different learning areas. Its integration into science education is also valued in schools. Using mixed methods, this study investigated young children's science and aesthetic learning in a science aesthetic thematic curriculum in a preschool classroom in Taiwan. The…
Descriptors: Preschool Children, Aesthetic Education, Science Education, Preschool Curriculum
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Watts, Mike; Salehjee, Saima; Essex, Jane – Early Child Development and Care, 2017
Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come…
Descriptors: Early Childhood Education, Science Education, Young Children, Questioning Techniques
Lawrence, Sharmila – Child Care & Early Education Research Connections, 2017
This resource list identifies resources from 2010 to 2017 that highlight resources on science in early care and education under the following categories: 1) Policy resources, 2) Promising practices, 3) Professional development and teacher preparation.
Descriptors: Early Childhood Education, Child Care, Science Education, Educational Policy
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Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A. – Early Education and Development, 2018
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…
Descriptors: Early Childhood Education, Preschool Teachers, Self Efficacy, Science Instruction
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Barenthien, Julia; Oppermann, Elisa; Anders, Yvonne; Steffensky, Mirjam – International Journal of Science Education, 2020
Preschool teachers' science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children's science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary…
Descriptors: Preschool Teachers, Science Education, Pedagogical Content Knowledge, Preservice Teacher Education
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Taverna, Andrea S.; Medin, Douglas L.; Waxman, Sandra R. – Early Education and Development, 2016
Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi--an understudied indigenous community who live in the Chaco rainforest and…
Descriptors: Early Childhood Education, Folk Culture, Indigenous Knowledge, Indigenous Populations
Clucas, Melissa E. – ProQuest LLC, 2018
Effective early science learning opportunities are critical for young children to build a solid foundation for subsequent development of concepts, as well as positive attitudes towards science (Eshach & Fried, 2005). However, these opportunities are often lacking in typical preschool classrooms (Connor, Morrison, & Slominski, 2006; Early…
Descriptors: Science Instruction, Young Children, Teaching Methods, Preschool Education
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Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne – Journal of Research in Science Teaching, 2018
Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present…
Descriptors: Young Children, Student Motivation, Beliefs, Science Education
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Pereira, Sara; Rodrigues, Maria José; Vieira, Rui Marques – Early Child Development and Care, 2020
Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as…
Descriptors: Play, Scientific Literacy, Science Education, Decision Making
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Simsar, Ahmet; Dogan, Yakup – Educational Policy Analysis and Strategic Research, 2020
Practical experiences in teaching settings are an important component of pre-service teacher education programs. Pre-service teachers advance what they learn and improve their science teaching (ST) skills as well as other subjects in early childhood education for the period of teaching practices. In addition, teaching science in early childhood…
Descriptors: Mentors, Science Instruction, Preservice Teachers, Early Childhood Teachers
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Inan, Hatice Zeynep; Inan, Taskin – International Journal of Science Education, 2015
Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work…
Descriptors: Foreign Countries, Early Childhood Education, Science Education, Hands on Science
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